Primary 3 Ghanaian Language Teacher's Guide

AA CourseCourse inin GhanaianGhanaian languageslanguages andand CultureCulture Teacher’s Guide

PRIMARY 3

Co-ordinator : D.E.K. Krampah A Course in Ghanaian Languages and Culture Teacher’s Guide 3 Co-ordinator D.E.K. Krampah

Authors Akuapem: E. Apenteng Sackey, L.D. Apraku, S.A. Asiama Asante: K. Agyekum, B.O. Amoako, R.M. Opong Dagaare: P.P. Angsomwine, B.B. Zakpaa Dagbani: H.A. Al-Hassan, S.P. Dawuni, K.A. Mohammed Dangme: T.O. Caesar, T. Kwame, J.N. Nanor, Rev. E.N. Natue Ewe: G.M.Y. Hlomatsi, C.A.D. Kakane, K.A.G. Ofori Fante: E.N. Abakah, J.E.K. Aggrey, K.K. Keelson, E.K. Tetteh Ga: J.C. Abbey, E.N.A. Adjei, S.M. Amartey, A.A. Arries-Tagoe Gonja: A. Amidu, F. Mbonwura, I. Yakubu

Syllabus Advisor Dr. K. Andoh-Kumi

Language Advisors Akuapem: Nana Øpare Asante, Fante: Prof. L.A. Boadi Dagaare: Mark K.K. Ali Dagbani: I. Al-Hassan Dangme: F. Teye Ewe: Dr. A. Dzameshie Ga: Nii Tei Adumuah II Gonja: K.H. Afari-Twako

winmat PUBLISHERS LIMITED This edition is published in 2013 by WINMAT PUBLISHERS LTD. P.O. Box 8077, Accra North, Ghana.

© D.E.K. Krampah; Akuapem: E. Apenteng Sackey, L.D. Apraku, S.A. Asiama; Asante: K. Agyekum, B.O. Amoako, R.M. Opong; Dagaare: P.P. Angsomwine, B.B. Zakpaa; Dagbani: H.A. Al-Hassan, S.P. Dawuni, K.A. Mohammed; Dangme: T.O. Caesar, T. Kwame, J.N. Nanor, Rev. E.N. Natue; Ewe: G.M.Y. Hlomatsi, C.A.D. Kakane, K.A.G. Ofori; Fante: E.N. Abakah, J.E.K. Aggrey, K.K. Keelson, E.K. Tetteh; Ga: J.C. Abbey, E.N.A. Adjei, S.M. Amartey, A.A. Arries-Tagoe; Gonja: A. Amidu, F. Mbonwura, I. Yakubu, 2002, 2004. made without written permission. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages..

First published 2002 by UNIMAX MACMILLAN LTD

ISBN 987-9988-0-4141-0 CONTENTS Scope and sequence p04 Introduction p05 Lesson plan unit 1 p16 Lesson plan unit 2 p19 Lesson plan unit 3 p22 Lesson plan unit 4 p25 Lesson plan unit 5 p28 Lesson plan unit 6 p30 Lesson plan unit 7 p33 Lesson plan unit 8 p35 Lesson plan unit 9 p37 Lesson plan unit 10 p39 Lesson plan unit 11 p41 Lesson plan unit 12 p44 Lesson plan unit 13 p48 Lesson plan unit 14 p51 Lesson plan unit 15 p54 Lesson plan unit 16 p57 Lesson plan unit 17 p60 Lesson plan unit 18 p63 Lesson plan unit 19 p65 Lesson plan unit 20 p67 Lesson plan unit 21 p69 Lesson plan unit 22 p71 Lesson plan unit 23 p73 Lesson plan unit 24 p75 Lesson plan unit 25 p77 Lesson plan unit 26 p79 Lesson plan unit 27 p81 Lesson plan unit 28 p83 Lesson plan unit 29 p85 Lesson plan unit 30 p87

ACKNOWLEDGEMENTS We would like to thank the following schools for their help and comments in trialling this book: Mayera Presbyterian Primary, Mayera P.T.C. Demonstration Primary, Akropong St. Mary’s Anglican Primary, Accra Mamfe Presbyterian Primary, Mamfe Manhean Anglican Primary, Tema Ahwerase Presbyterian Primary, Ahwerase Good Shepherd Anglican Primary, Eguase Dahin Sheli M/A Primary, Tamale St. Mary’s Catholic Primary, Anomabo Lamashegu M/A Primary, Lamashegu Christ Church Anglican, Cape Coast Gurugu R.C. Primary, Gurugu Azizanya D/C Primary, Ada Foah Limanyiri M/A Primary, Wa Prampram Methodist Primary, Prampram Sing M/A Primary, Sing Somanya Catholic Primary, Somanya Loggu M/A Primary, Loggu Ho-Heve E.P. Primary, Ho Kpembe Primary School, Salaga Kpetoe E.P. Primary A, Kpetoe Binjai Primary School, Binjai Abor R.C. Primary, Abor Kafaba M/A Primary School, Kafaba Fumesua Anglican Primary, Fumesua MTTC Practice Primary, Mampong Ashanti Opoku Ware M/A Basic School, Kumasi 3 Forming and writing four-word sentences using a table Forming and writing four-word sentences using a table Forming and writing four-word sentences using a table Forming and writing four-word sentences using a table Forming and writing five-word sentences using a table Forming and writing five-word sentences using a table Forming and writing five-word sentences using a table Forming and writing five-word Completion of sentences with given words Evaluation Completion of sentences with given words Completion of sentences with given words Sentence-completion with own pupilsʼ words Sentence-completion with own pupilsʼ words Sentence-completion with own pupilsʼ words Writing skills Writing Forming and writing two-word sentences using a table Forming and writing two-word sentences using a table Forming and writing two-word sentences using a table Forming and writing two-word sentences using a table Forming and writing three-word sentences using a table Forming and writing three-word sentences using a table Forming and writing three-word sentences using a table Forming and writing three-word sentences using a table Forming and writing three-word sentences using a table Forming and writing four-word Evaluation sentences using a table Forming and writing four-word own sentences with specified home vocabulary Writing own sentences with specified home vocabulary Writing Evaluation Writing own sentences with specified classroom vocabulary own sentences with specified classroom Writing vocabulary own sentences with specified classroom Writing Reading skills Games played inside the compound Games played outside the compound Water Greetings Wood Festivals Aunt Afua I Visiting Aunt Afua II Visiting Evaluation and the Birds The Frog Kindness to animals Ananseʼs Unhappy Home and Oko go to Market Ayele Domestic animals Our health My home Cleaning the home for farming Tools of farming tools care Taking and the Pepper Tree The Bird Keeping cooking things clean Eating manners of the bathroom care Taking The Animals and the Sweet Evaluation Road Safety A happy home End of year school party Kweku and the Bees Evaluation exciting Oral skills Retelling and dramatising Ananse the Rubber Doll Naming and discussing things we have in the bedroom Retelling the story of Rabbit and Tortoise Retelling own pupilsʼ stories Identifying traditional costumes: kente and GTP Identifying traditional costumes of the north: agbada and fugu Discussing traditional costumes worn at festivals Discussing maintaining things in the home Evaluation Naming and discussing things we use at school Looking after books the zoo Visiting the Post Office Visiting the Library Visiting on foot Travelling Role play greeting the elderly Role play greeting by bus Travelling by ship Travelling Role play greeting the sick Role play greeting appropriately and responding Role play addressing the elderly from to requests a visitor Role play greeting Describing and playing the traditional game of hopscotch Describing and playing the game of ludo Describing the game of basketball Discussing dreams: pupilsʼ what they want to be up when they grow Relating and listening to each othersʼ exciting experiences Evaluation Discussing and listening to each othersʼ experiences by air Travelling Evaluation 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Unit 1 27 28 2 3 4 5 6 7 8 9 10 11 12 29 30 Scope and Sequence 4 Introduction INTRODUCTION

ABOUT THIS COURSE This course for the study of Ghanaian Languages and Culture is a six-level primary course. Each level comprises a Pupil’s Book and a Teacher’s Guide.

The course of study covers nine Ghanaian languages; these are: Akuapem (A) Asante (As) Dagaare (Dag) Dagbani (Db) Dangme (D) Ewe (E) Fante (F) Ga (G) Gonja (Gj) The course follows the latest syllabus for the study of Ghanaian Languages and Culture, and covers all aspects of study – Oral, Reading and Writing. It integrates the learning of Ghanaian cultural heritage into these aspects. The course aims to develop pupils’ cultural and linguistic awareness to enable them to attain competency in speaking, reading and writing their mother-tongue (or language of study), and to give them an appreciation of their historical and cultural heritage and socio-cultural values. The title of the course in each of the various languages is: Akuapem Kasasua E√egbe Søsrç Asante Kasasua Ga Kasemø Dagaare Zannoo Mfantse Kasasña Dagbani Bøhimbu Ngbanyato Be Kabii Dangme Kasemi

ARRANGEMENT OF CONTENT Each year’s work in Primary 1-6 consists of materials taken from three sections in the Ghanaian Languages and Culture syllabus. Section 1 treats Oral Skills, Section 2 treats Reading Skills, and Section 3 treats Writing Skills. In both Pupil’s Books and Teacher’s Guides the material from each of the sections has been divided into 30 units which correspond roughly to the number of weeks in the public basic school year. Nine of the units are for active learning/teaching in each school or academic term. The 10th unit is intended for evaluation of the work done in the preceding nine units/weeks. So throughout the course, units 10, 20 and 30 are for the assessment of work in units 1-9, 11-19 and 21-29 respectively. The learning/teaching material in each unit in both Pupil’s Book and Teacher’s Guide is made up of a vertical arrangement of topics from each of the three sections in the syllabus: Oral, Reading, Writing. So by the end of each unit in the book, pupils would have been taken through all the skills in each section.

5 Introduction

STATEMENT OF OBJECTIVES IN THE SYLLABUS AND THE TEACHERʼS GUIDE There are two kinds of objectives behind the learning/teaching activities in the entire course. These are the General Objectives and the Specific Objectives stated in the syllabus. The General Objectives are the broad attainments that the pupils are expected to make through each skills area. The General Objectives for each skills area have been stated at the top of the part of the syllabus where the content of the skills area has been stated. Specific Objectives are attainment goals that the pupils are expected to achieve at the end of each unit of learning/teaching activity in the skills area. The Specific Objective for each unit is written at the top of the lesson plan and serves as the focus for the teacher for each week’s work. In the Teacher’s Guides, the Specific Objective for any particular topic has been lifted directly from the syllabus. This assures of its validity. The General Objectives for the various sections in the syllabus are as follows:

SECTION 1 – ORAL SKILLS The pupil will: Primary 1 - 1. acquire skills for speaking fluently 2. develop manners to enable him/her to live with others in society Primary 2 - 1. acquire appropriate registers for effective communication, acceptable manners and etiquette 2. appreciate their community’s way of life through their food, games 3. acquire the knowledge of God as the creator of man and the universe Primary 3 - 1. develop further knowledge gained in the use of various greetings and more acceptable manners and etiquette 2. acquire further knowledge about the way of life of the community Primary 4 - acquire knowledge of the cultural life of the people in the community Primary 5 - appreciate the socio-cultural life of his/her community Primary 6 - understand and appreciate further the socio-cultural life of their communities

SECTION 2 – READING SKILLS The pupil will: Primary 1 - 1. engage in activities that will prepare him/her for formal reading 2. develop skills for formal reading Primary 2 - 1. revise and consolidate basic skills for reading 2. develop other skills for reading Primary 3 - read with understanding Primary 4 - 1. develop further the skills for reading with understanding 2. develop the habit of reading for pleasure Primary 5 - 1. develop further the skills for reading with understanding 2. develop the habit of reading for pleasure Primary 6 - 1. develop further the skills for reading with understanding 2. acquire the habit of reading for pleasure

6 Introduction

SECTION 3 – WRITING SKILLS The pupil will: Primary 1 - 1. perform activities that will prepare him/her for writing 2. develop the skills for writing Primary 2 - 1. improve upon his/her writing skills 2. acquire skills for the formation of simple words and sentences Primary 3 - develop skills for composing and writing sentences correctly Primary 4 - acquire the ability to construct sentences correctly Primary 5 - develop skills for extended writing Primary 6 - further the skills for extended writing

WHAT THE SKILLS COMPONENTS (AREAS) TREAT The skills components or areas of the course are Oral Skills, Reading Skills and Writing Skills.

ORAL SKILLS The oral skills component treats topics from daily life, Ghanaian culture, oral literature (including folktales, rhymes, riddles, puzzles, legends, historical narratives), children’s games and songs, and traditional occupations, and encourages visits to places of interest. It provides pupils with the opportunity of using their mother-tongue in meaningful and interesting ways. It uses illustrations to stimulate conversation and trains the pupils to listen well and to talk with the correct, fluent use of their mother-tongue.

READING SKILLS The reading skills component aims at developing the pupils’ reading skills so that the pupils become interested, independent readers. The course aims to build reading skills in a regular, progressive way. Carefully selected and graded vocabulary is methodically used to create and foster reading confidence. The reading texts use two appealing characters, a boy and a girl whose names are typical of the language of study. The names are those of their area and are familiar; some of the pupils may bear these names.

WRITING SKILLS The overall aim of the writing skills component is to develop pupils’ writing skills so that the pupils become confident in writing their own language (or language of study). It builds on basic calligraphic training, alphabet mastery, picture-word matching, word formation and sentence formation. In all this, the pupils are informally introduced to the rules or grammar for the writing of the language. At the upper primary level, pupils are guided to progress from writing simple sentences to longer sentences, and short texts using conjunctions and cohesive devices. Pupils slowly move towards freer writing tasks, including the writing of informal letters, descriptions and stories. A practical study of punctuation and basic grammatical items is incorporated to help pupils master accuracy in their writing skills.

7 Introduction

SIGNIFICANCE OF THE ICONS

oral skills reading skills writing skills

To the immediate left of the first line of the material for each of the three divisions in each unit is a small picture. These are icons. The icon for Oral is a girl with a bubble coming from her mouth. The picture represents TALKING. The icon for Reading is an open book. This represents READING. A piece of pencil scribbling on a surface is the icon which represents WRITING. These icons are meant to help pupils to readily identify the three skills covered in each unit of the book.

TEACHING TECHNIQUES USED IN THE COURSE

Oral Skills The main work under Oral Skills is the discussion of topics. Very young pupils cannot read print, so illustrations generate the theme and vocabulary for the work under oral skills in the unit. At the beginning of the lesson, the teacher invites the pupils to study the illustration for a few minutes and at the end of the study the pupils describe what they have seen. Then through questions and answers, the teacher discusses the topic through all its aspects with the pupils. From Primary 5 when pupils can be expected to read sentences and short passages, the illustrations are sometimes replaced by introductory questions on the topics to be discussed. Pair work and role play Pupils need to have the opportunity to speak their mother-tongue (or language of study) after listening to a good model from their teacher. If you have a large class you need to use the method of pair work, to ensure that all your pupils get a chance to speak. Each pupil can talk quietly to his or her partner, rather than in front of the whole class. This will give them confidence before they speak in front of the whole class. Role play is a simple dramatic activity by which the main language point of any given oral skills topic is practised by the pupils under the teacher’s guidance. It does not require any elaborate costume or stage props, beyond the barest and most readily available aids. It does not call for the memorisation of any elaborate speeches. It enables pupils to practise the language that has already been taught. Explaining the subject or theme to the pupils first enables them to creatively make up any necessary expressions. The teacher should think about the following in advance: • the number of characters in the role play • what each character should say • the necessary action, however minimal, by each character • the teaching point meant to be conveyed by the role play

8 Introduction

It is essential that pupils know what they are going to do when they are told to work in pairs. You can prepare them for pair work by using the following steps: 1. make sure everyone knows who their partner is 2. ask or say the first question or statement yourself to individual pupils and elicit answers 3. teach the class the question or statement 4. get pupils to ask you the question/opening statement and answer them 5. once the pupils are clear as to what they have to do tell them to work in pairs 6. while the pupils work in pairs, move round the class listening to what they are saying and helping those who need it. Don’t interrupt pairs when they are speaking. Give lots of praise and encouragement. 7. ask one or two pairs to come out and present their conversation to the class.

Reading Skills Reading for comprehension The reading practice is based on a graded passage. From Primary 4 onwards, you should encourage your pupils to read silently for comprehension and understanding and attempt reading aloud, after reading silently. From Primary 2 pre-reading questions appear in the Teacher’s Guide. From Primary 5, pre- reading exercises are formalised and every reading passage in the Pupil’s Book is preceded by pre-reading questions. The pre-reading questions help pupils to talk about the topic before tackling the text. In the process they are likely to mention some of the key sight words prior to reading. Silent reading This is the kind of reading in which sight and memory are the main organs that bring about knowledge. Some pupils find it very difficult “closing the mouth”. Such pupils would be heard to be mouthing or mumbling the words during silent reading; the teacher should check this. Silent reading is the basis of comprehension. During it, all the powers of understanding get concentrated on the reading. After silent reading, a regular comprehension exercise takes the form of providing answers (oral or written) to questions based on the passage read. You can also encourage pupils to read with understanding by going through the comprehension questions before they read the text. In this way, pupils know what information to look for while reading. Reading aloud This is the kind of reading accompanied by speaking out the words from the printed page. Each pupil can read aloud a few chosen sentences to check for fluency and also to check that pupils can read aloud with meaning. Try to avoid chorus reading aloud as it is impossible to check that all the pupils are saying the words correctly. From Primary 4 onwards reading aloud should always follow silent reading.

9 Introduction

Writing Skills The sand tray/individual bulletins The sand tray is an oblong wooden structure in the form of a table with a raised batten 2 or 3 inches deep round it to hold sand. The height is approximately that of the height of a primary pupil’s table or desk. This allows the child to work at it with maximum ease or convenience. The dimensions are approximately 2 feet by 3 feet. Its ideal place is just inside the doorway between the chalkboard and the first row of pupils’ desks or tables and some way away from the teacher’s table. There ought to be a window nearby to ensure maximum light for its use. The sand should be sea sand or sand from the banks of a river. It should be slightly gritty to the touch, as the sensation of touch is part of the aid to recall. The smooth type of sand is very likely to raise dust and cause sneezing, or at least soil the pupils’ hands, and should be avoided as much as possible. Foreign matter should be picked from the sand before it is fed into the tray. The sand tray is used as a practice lab for every kind of writing: actual writing (letters and figures) and expression work (drawing, pattern, design). It can also be used for number work. Its use comes after the “air demonstration”, i.e. after the writing of the letter, figure or pattern has been demonstrated in the air. It can replace the “tracing” of the material on the teacher’s chalkboard or can follow the latter. The teacher faces the sand tray and arranges the pupils on his/her right and left so that every pupil can see the tray from the same perspective as the teacher. The teacher asks the pupils to watch him/her closely as he/she demonstrates the activity in the sand. She/he demonstrates two or three times and calls individual pupils to trace what she/he has done. After every pupil has had the chance to trace, the teacher smooths off the work. She/he writes it again in the top left hand corner of the sand tray. Then she/he calls the pupils in small batches of three or four, to copy the work, producing their own versions of the teacher’s model. Pupils should be encouraged to practise their exercise as often as possible in the sand tray. It helps towards an early development of self-confidence in pupils. From Primary 4, in the place of the sand tray, “what I saw” could be introduced. The caption “what I saw” could be written boldly in the characters of the language being studied and pasted at a prominent part of the batten that is usually fixed on the classroom wall for hanging/pasting study materials on. Pupils could be encouraged to write a short story each and paste it under “what I saw”. It could begin with 5 sentences in the first term and move to 10 in the second and 15 sentences in the third term. These could be from • What they saw/happened on their way home yesterday • What they saw/happened on their way to school today • Some strange animal/new car I’ve seen • What happened when I was sick An “editorial” committee of carefully selected good pupils should be made to edit the materials and each one pasted under the caption each day. Pupils should be encouraged to read the stories. Past entries could be collected and kept in cardboard covers, which could become repertoires of class stories.

10 Introduction

Note on handedness When teaching pre-writing and writing skills you may find that some of the pupils are naturally left-handed. Many left-handers prefer to curve their arms and wrists so that they are forming the letters from above, rather than from below or from the side – a position that appears awkward but with which they are comfortable. Make sure that as far as possible, you do not disturb the pupils’ natural bent, if this produces results comparable to those of right-handed pupils.

Visits to places of interest Visits have been recommended in this course for some topics: • Visits provide on-the-spot/first hand information on the pupils’ immediate environment. • Visits broaden the pupils’ understanding of their culture. • Visits provide a welcome break in the humdrum of school-going. • Visits offer the pupils an opportunity to hear direct from the basket weaver, carpenter, police officer etc. about their work. • “Newness” of the places can act positively to enhance the pupils’ powers of observation, which will help them with their acquisition of knowledge. • Visits offer pupils an opportunity to practise appropriate forms of address and ways of asking polite questions. Teachers are advised that visits require much preparation from both themselves and the pupils. They should: • Visit the place themselves in advance of their classes • Decide on the aspects of the place that they want their pupils to see and learn about • List carefully the various pieces of information that their pupils need to receive • Liaise thoroughly with the people in charge and find out from them what there is to see and do, and how much time is needed with each person or in each room/area • Arrange the best time for the visit • Arrange the mode of transport to the place and the sources of funding, if any, by the school or by parents • Inform the pupils’ parents and headteacher in writing of the visit in good time • Discuss with pupils the correct behaviour to show during the visit, such as sticking together as a group, how to behave when an informant is addressing the class and how to ask intelligent questions politely. Try to elicit the help of parents and guardians in providing their wards with money and items like food and/or drinks. After any visit, the teacher should work with pupils to build the visit into a project. This could take the following forms: • Formal question and answer session on what pupils saw and learnt during the visit • Discussion by pupils of the aspects of the visit which appealed to them most

11 Introduction

• A written homework exercise on the visit depending on the age and competence of the pupils. The teacher should collect it and mark • Drawing and labelling of the person/items/subjects seen during the visit.

Talks by local resource people Teachers are encouraged to use the services of local experts to give talks and demonstrations of their work or occupations. Such experts may include the wood carver, kente/basket/rattan weaver, pot maker, blacksmith, hunter, drummer or herbalist. By and large it is in the area of culture that experts are needed for language classes. In inviting the expert, the teacher must visit him/ her first to plan the talk with him/her. Pupils should be prepared for the expert’s visit and talk. They should be given time to think about the subject of the talk, the type of questions they would like to ask, and the behaviour expected of them during the talk. After the talk there should be follow-up work to consolidate the knowledge acquired. This can take the form of oral or written answers (or both) to questions on the talk, depending upon the pupils’ level. All the techniques so far discussed are geared towards enhancing the study and use of the language by pupils. The expansion or strengthening of pupils’ vocabulary and expression or communication skills should be the objective, and steps should be taken to achieve this. The steps should include: • giving pupils the widest possible opportunity for participating in the lesson and for expressing themselves. • from Primary 2 onwards, listing on the chalkboard of any new appropriate lexis to emerge from any exercises. The pupils should copy the new vocabulary and expressions into their exercise books after the items have been thoroughly explained and discussed with the pupils. • doing language exercises based on the visit or talk in the form of role play, written narration or description or discussion of what the expert makes or does.

EXTRA PEDAGOGICAL AIDS IN THE TEACHERʼS GUIDE There are many pedagogical aids in the Teacher’s Guide aimed at helping the teacher to teach better. The following are the aids: i Additional information In each Teacher’s Guide there is a very large body of additional information on the basic material which the teacher is expected to dispense or deliver. This additional information is in the form of: • extra knowledge on a conception or practice meant to make the teacher more informed and confident • insights into how some traditional games are played • comments on diverse symbols in the cultures that lie behind the languages employed in the teaching of truths, values or ideas that are common to the languages of the course • extra directives for the teacher on how to proceed as a professional; this is aimed at making the teacher more effective • elucidation, where the material sounds too involved or technical ii Multi-ability learning The class teaching approach is broken down in almost every unit by activities that cater for varied or multi-ability learning. Such activities include: 12 Introduction

• the teacher going round the class to mark the pupils’ work and help the pupils who may have fallen back • the teacher pairing the pupils for various kinds of activity • ability-streaming under which bright pupils do work which is within their ability, while the teacher spends extra time with the slow learners at the chalkboard or sand tray iii Cross-referencing to the Pupil’s Book Directives are put in the Teacher’s Guide to show the part of the Pupil’s Book that the Teacher’s Guide material refers to. The most prominent of such directives occurs at the beginning of the material of every new unit. Against the unit number are the words “Pupil’s Book page …”. This device helps the teacher to locate any material that the Teacher’s Guide material may be dealing with. iv Diagnosing problems • The teacher should always ask pupils questions during the lesson to find out how much they know and whether they understand what has just been taught. The teacher should also encourage pupils to ask questions during the lesson. • While the pupils are doing pair work, teachers should try to stand near and listen quietly to what pupils say. Teachers can then take note of which pupils are confident, and of which may need extra help. • Teachers should watch carefully while their pupils are writing to make sure that they develop a good style of writing. • Teachers should look through and mark any homework they set and note those pupils who find it difficult to complete an activity. • At the end of a unit, teachers should ask themselves: Can the pupils now do this? Which ones can? Which ones still cannot? • If pupils find something difficult, teachers should go over the material. Remember that it is the pupils, not the books, that are being taught. • If teachers notice that one or two pupils are having difficulty with the same thing, they can give them some extra attention while the rest of the class is working by themselves. • It may be that a pupil does not seem to make any progress at all. In this case, teachers should try to talk to the pupils’ parents to see if there are any problems at home. Perhaps an older brother or sister can help them at home. • Remember, the general performance and improvement of pupils after a certain period of time is a reflection of how effective a teacher’s work has been. v Self-assessment A key element in preparing pupils for life-long learning is the pupils’ ability to assess their own capabilities: to be able to recognise their own strengths and weaknesses and to focus on ways of dealing with those weaknesses. This is an attitude as much as a skill and we can start to develop it at Primary level. Pupils should be encouraged to consider and correct their work, written and oral, before they show or present it to the teacher. vi Teaching aids and resources Teaching aids and resources are materials that teachers use in their teaching. Teaching aids can consist of flashcards, reading cards, maps, charts and simple realia that teachers can and are expected to make themselves for their work. The use of teaching aids can be effective in helping to impart knowledge and, when used correctly, can maximise learner acquisition and performance. Often

13 Introduction teaching aids or objects reach more senses than just the ears and thus make the resultant knowledge real and more lasting. They often stimulate children to speak the language as well as to read and write it. vii Making low or no-cost teaching materials1 Teaching and learning materials do not have to be expensive. For example, you do not always have to have cardboard to make flashcards – you can use bits of old cardboard box or carton instead. Teachers could try a number of the following ideas for making low or no-cost materials: • Use the chalkboard as much as possible for all forms of drawing. The drawings do not need to be realistic or complicated. Good chalkboard drawing uses simple matchstick figures and outlines. • Use pieces of old carton to make flashcards – for letters of the alphabet, for words, for sentences. • Wash and neaten old grain sacks to make poster-size illustrations or games. For example, teachers could draw a sun, rain and clouds on a grain sack to illustrate different aspects of the weather and to generate vocabulary related to the weather. Alternatively they could draw ludo boards onto grain sacks so that a number of children can play a game of ludo at the same time and learn the vocabulary associated with this board game. • Wash and cut old grain sack material to make picture cards (about 8 x 8 inches) or word flashcards (about 4 x 8) for the teaching of adjectives, nouns, opposites. • Simple one-sentence cards could be made by teachers for teaching reading aloud. viii Libraries Some fortunate schools may have libraries as part of their school structure. A few others make do with district or community libraries which may serve the entire district. If a school has its own library or has access to a district library, pupils can make use of the facility through “organised class reading”. There are two modes for such class reading: 1. organised reading in the library 2. organised borrowing of books from the library, followed by individual reading by pupils in their homes over a specified period. Teachers should organise the pupils and take them to the library. Teachers should help pupils to select books and organise their seating and reading. At the end of the reading period, they should ensure that the books are returned intact. Then they should escort the pupils back to the classroom. In organising borrowing of books and the teacher or headteacher should collect the appropriate membership or registration forms on behalf of the pupils. The parents and guardians of the pupils should witness/guarantee their pupils or wards and also pay the initial fees. When all is ready, the teacher should take the forms along with the pupils to the library, pay the necessary fees and register each pupil for the lending library. Teachers should emphasise that: • the books are not for the pupils, they belong to the government and are on loan to the pupils.

1 We would like to acknowledge the help and ideas of Mango Tree Educational Enterprises, Uganda, in this section

14 Introduction

• pupils should exercise great care over the books, learn to handle books carefully, and leave books on the reading table when finished. • pupils retain the books for a specific period only. By the expiry date, they should return the books, renew them or be charged a penalty for delaying the return of the books or losing them. • as pupils read along, they should make simple summaries of the various chapters. Before starting a new chapter, they should try and remember what has happened before. • pupils should not break off reading in the middle of the chapter, but should try to finish at the end of a chapter. If pupils do not have access to a library, the teacher could make a collection of old publications from his/her own store of books and colleagues and other educated, well-meaning members of the community. Also parents could be encouraged to buy a few supplementary readers for their children and wards. The books from all these sources should be appropriately labelled. One pupil could be made responsible for the movement of the books round the class, and the teacher should encourage the pupils to read as many books as possible. A system of awards in the form of marks or a simple book prize could be introduced by the class teacher to promote extensive reading.

GENDER BALANCE Conscious of the harm that gender-bias has caused to the full and fair development of the human resource of many communities, every effort has been made to achieve gender-balance in the course. All the gender stereotyping that occurs in games, household chores, community life and in school activities has been broken in the contents of the books of the series. Boys and girls have been equitably treated in the learning/ teaching activities and the attitudes towards them have been purged of the biases of the past. This has been done so that both boys and girls will have equal opportunities for development.

15 Lesson plans

UNIT 1 Pupilʼs Book p4-5

ORAL SKILLS Specific Objective • Pupils will be able to greet an elder with the appropriate register/ appropriate expression. Note for Dagbani and Gonja editions: normally children have to squat before an elderly person and respond to greetings. What normally happens is that children start responding to greetings before the elderly, even though they have not yet been greeted. Note for Dagaare edition: a girl would genuflect and a boy would stoop with right palm in the left when greeting elderly people. 1. Ask pupils to look at the picture. 2. Ask pupils: Who is sitting under the tree? (an old man) What is he wearing? (cloth and slippers) (smock and slippers – northern- language editions) Where have the children come from? (school) What is the girl doing? (curtseying) (squatting – Dagbani and Gonja editions) What is the boy doing? (raising his right hand) (squatting – Dagbani and Gonja editions) (putting his right hand in his left palm – Dagaare edition) What is the elderly man doing? (raising his right hand) What are they saying to each other? 3. Prompt the following expressions. Language Greeting Response Akuapem Nana, y#ma wo akye/ Yaa øba aha/adwo Asante Nana, y#ma wo akye/ Yaa øba aha/adwo Dagaare ˙menaa ˙menaa ta# Dagbani Antire Naa Dangme Mo de wø koo Mami/ Ny# ng# saminya lo? Papa Kudimi Yoo/Kudimi Ewe Papa, ˚di/˚dø na wò ˙di/˙dø, miawoe de! Fante Nana, y#ma wo akye/ Yaa øba/ana aha/adwe Me ma wo Yaa øba/’ana aha Ga ˙naokoo ˙naojø Gonja Antire Safaa

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4. Then ask pupils how children should speak to elderly people. The following should be some of the pupils’ answers: • They should speak gently. • They should frequently use words like please, I beg you, sir, madam, in their local language. • They should speak clearly. • They should put in appropriate gestures. 5. Read out the first greeting to an individual pupil and elicit an answer. 6. Drill the greeting. 7. Ask individual pupils to greet you and you respond accordingly. 8. Drill the response. 9. Ask one pupil to stand up and greet a classmate on the other side of the room. Make sure the greeting and response are heard by the whole class. 10. Put the pupils in pairs. 11. Ask pupils to practise the greetings and responses in pairs. 12. Go round the class listening to the dialogues and encouraging pupils.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Note: this being the first unit, the class is new to you (unless you moved with them from Primary 2) and you may not be aware of the range of reading abilities in the class. In this case you cannot have in place reading- ability groups with their leaders, which is the ideal. But as the days go by, you should group the pupils according to their ability. When you form the group, remember, however, that your aim is to help pupils to improve upon their reading without any hindrance. Pupils should be moved up (or down) as their reading improves (or deteriorates). My home 1. Ask pupils to look at the picture. 2. Prompt pupils to name the objects that appear in the reading passage. Example What is this? (broom, stools) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. Point to the objects in the picture whenever possible as you name them. 6. Read aloud the passage. Help the pupils to get the full connotation. Home is not merely a house, but a place you live in, and feel comfortable in, indeed the house or place which belongs to you or your family. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is

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satisfied that they have the correct answer. Use this procedure to encourage peer correction (rather than teacher correction). 12. Ask a few individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Choose pupils at random and make sure that pupils do not stop reading when they get to the end of the line. Make notes on each chosen pupil’s pronunciation. Don’t try to ask all the pupils to read aloud. You can choose different pupils to read aloud sections of the reading passage in the next unit.

WRITING SKILLS Specific Objective • Pupils will be able to form and write two-word sentences. Note: in Dagaare, the sentence structure of verbs in the simple present requires a four- or five-word sentence. Please treat the verb part of the sentence as one word. Equipment • Flashcards with the words from the table. Note: if paper or flashcards are not available, then write the substitution table on the chalkboard and then, together with the pupils, choose the words you want to make up each sentence. You should then write each sentence on the board. When you want to replace the verb, for example, rub out the first verb from the sentence and ask pupils to choose a new word to replace the verb you have deleted. 1. Before the lesson, take a few large pieces of paper. Write each word or part of the sentence on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together and all the verbs together. 3. First of all, ask individual pupils to read out the words. Check rote reading by pointing to words at random. 4. Then take one each of the subjects and verbs and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask as many individual pupils as possible to come to the front to form sentences in the same way as the first pupil. Try to make as many different sentences as possible. In the end you should have a list of all the possible correct sentences written on the board. 9. Point at the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between the words. 11. Ask pupils to copy the sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 2 Pupilʼs Book p6-7

ORAL SKILLS Specific Objective • Pupils will be able to use appropriate expressions to show sympathy to the bereaved, the sick, etc. Note: in Dagbani you greet a sick person in the form of a prayer. 1. Ask pupils to look at the picture. 2. Ask pupils: Where are we? (in hospital) What is the matter with the girl and boy? (they are sick) What is on the table next to their beds? (bottles of medicine) Who is visiting them? (friends from school) What are they bringing with them? (basket of fruit) What do you think the school friends are saying? 3. Prompt expressions similar to those in the table in the pupils’ local language. Language Greeting Response A Y#de Nyame gya wo Yoo meda mo ase As Y#de Nyame gya wo Yoo meda mo ase Dag ˙mene na wane laafe# Too bareka Db Naawuni ni ti soochi Ami D K# o ng# k##? I ng# saminya bøø E Lãme na wò Yoo Wò dø dø Yoo F Y#dze Nyame gya wo Yoo meda hom ase G Feemøni ote shi / Kanyamø ohe / Yoo oyiwala dø˚ Miy# ojogba˚˚ Gj 1. Eyur du nuso? 1. Awoo, alemfia wøtø 2. Ebør# bra alemfia 2. Awoo, ansaa˚ n# kushu˚ 3. Ebør# sa alemfia 3. Awoo, ku bø 4. Ebør# koso fo 4. Awoo, ansaa˚ n# kebøø so 5. Ebør# na˚ lara kadurli˚ 5. Ebør# e ta alibarka n wøtø 6. Ebør# lara kumobe kayurnya˚ 7. Ebør# sa edi 8. Ebør# bra edi 9. Ebør# e wørø yulwe

4. Put pupils in pairs. Together with pupils, build up a role play similar to the following in your language, using some of the expressions in the table. Pupil A: How are you? Pupil B: I am well. I feel better now. Pupil A: I thank God, I wish you a complete/speedy recovery.

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Pupil B: Thank you. Pupil A: Here is some fruit for you. Pupil B: Thank you very much. I hope to get well soon. 5. Read out the first greeting to an individual pupil and elicit the appropriate response. 6. Drill the greeting. 7. Ask individual pupils to greet you and you respond accordingly. 8. Drill the response. 9. Ask one pupil to stand up and greet a classmate on the other side of the room. Make sure the greeting and response are heard by the whole class. 10. Put the pupils in pairs. 11. Ask pupils to practise the greetings and responses in pairs. 12. Go round the class listening to the dialogues and correcting pupils. 13. Let pupils understand that when we visit the sick we should talk only about positive things; we should also take some gift to them.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Cleaning the home 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage: Example What are the children doing? (cleaning/scrubbing) What are they using? (broom, bucket, water) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. Point to the objects or people in the picture whenever possible as you name them. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. Use this procedure to encourage peer correction (rather than teacher correction). 12. Ask a few individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line. Make notes on each chosen pupil’s pronunciation. Don’t try to ask all the pupils to read aloud. You can choose different pupils to read aloud sections of the reading passage in the next unit.

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WRITING SKILLS Specific Objective • Pupils will be able to form and write two-word sentences. Equipment • Flashcards with the words from the table. Note: if paper or flashcards are not available, then write the substitution table on the chalkboard and then, together with the pupils, choose the words you want to make up each sentence. You should then write each sentence on the board. When you want to replace the verb, for example, rub out the first verb from the sentence and ask pupils to choose a new word to replace the verb you have deleted. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together and all the verbs together. 3. First of all, ask individual pupils to read out the words. Check rote reading by pointing to words at random. 4. Then take one each of the subjects and verbs and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask as many individual pupils as possible to come to the front to form sentences in the same way as the first pupil. Try to make as many different sentences as possible. In the end you should have a list of all the possible correct sentences written on the board. 9. Point to the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between the two words. 11. Ask pupils to copy the sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 3 Pupilʼs Book p8-9 ORAL SKILLS Specific Objective • Pupils will be able to respond appropriately to calls and requests from the elderly. 1. Ask pupils to look at the picture. 2. Ask pupils: Who can you see? (an elderly woman/a young boy) What is happening? (the woman is speaking to the young boy) What is the boy doing? (bowing his head to show respect/putting his hands behind him) (squatting and bowing his head slightly – Gonja and Dagbani editions) 3. Elicit from pupils how to address the elderly appropriately. Try to elicit some of the following ideas: • Children should speak gently. • They should frequently use words like please, I beg you, Sir, Madam in their mother-tongue. • They should speak clearly. • They should show appropriate gestures before the elderly including bowing, placing hands on the buttocks when speaking, raising right hand quickly to the forehead when greeting/squatting. 4. Call a pupil of the class, and demonstrate with him or her the correct way a child should address an adult. 5. Put pupils into pairs. Pupil A is the grandfather and Pupil B is the child. Role play something similar to the following dialogue in the pupils’ mother- tongue. Make sure that pupils use the appropriate language and attitude when speaking with elderly people, bearing in mind kinship terms like grandmother, grandfather, uncle, father, mother, aunt. Grandfather: (calls) Kofi, come here! Child: (runs up) Here I am, Papa! Grandfather: Where’s the little puppy? Child: Please Papa, I haven’t seen it. Can I go outside and look for it please? Grandfather: Yes; you’d better! Child: Thank you Papa, I’m going out now please. 6. Read out the greeting by the grandfather to an individual pupil and elicit an appropriate response. 7. Drill the greeting. 8. Ask individual pupils to greet you and you respond accordingly. 9. Drill the response. 10. Build up the role play together with the class. 11. Ask one pupil to stand up and be the grandfather and to call on a child/pupil on the other side of the room. Make sure the greeting and response are heard by the whole class. 12. Put the pupils in pairs. 13. Ask pupils to practise the greetings and responses in pairs. Ask pupils to swap roles so that each pupil gets a chance to practise the appropriate gestures. Go round the class listening to the dialogues and correcting pupils.

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READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Tools for farming 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example What’s that? (cutlass/hoe/digging tool) What’s the cutlass used for? (weeding/cutting grass/cutting down trees) What’s the hoe used for? (weeding/turning the soil) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. Point to the objects or people in the picture whenever possible as you name them. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. Use this procedure to encourage peer correction (rather than teacher correction). 12. Ask a few individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line. Make notes on each chosen pupil’s pronunciation.

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3. First of all, ask individual pupils to read out the words. Check rote reading by pointing to words at random. 4. Then take one each of the subjects and verbs and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask as many individual pupils as possible to come to the front to form sentences in the same way as the first pupil. Try to make as many different sentences as possible. In the end you should have a list of all the possible correct sentences written on the board. 9. Point at the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between the two words. 11. Ask pupils to copy the sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 4 Pupilʼs Book p10-11

ORAL SKILLS Specific Objectives • Pupils will be able to address the elderly, etc. (including visitors). • Pupils will be able to use appropriate expressions to congratulate a newly married couple. Remind pupils that manners are about the right behaviour and action, while etiquette is a matter of attitude – respect, to be precise. Ghanaian society is currently much concerned about the dwindling level of respect that children show when they are dealing with adults. Your aim here is to emphasise the need to show respect by one’s attitude and words to any person older than yourself. 1. Ask pupils to look at the picture. 2. Ask pupils: Who can you see? (a woman and a pupil) What do you think is happening? (the woman is visiting the school) What is the pupil doing? (showing the woman the way/the school) 3. Discuss some of the things a visitor/stranger is likely to ask. 4. Put the pupils in pairs. Pupil A is the visitor and Pupil B is the pupil. Role play something similar to the following dialogue in their mother-tongue. Make sure that pupils use the appropriate language and attitude when speaking with an adult/a visitor. Visitor: Good morning. Pupil: Good morning sir/madam. Visitor: Could you show me the Headteacher’s office? Pupil: Sure sir/madam. Please come with me. Go along this verandah. The office is the fourth door from here. Visitor: Thank you my son/daughter. Pupil: You’re welcome sir/madam. 5. Read out the greeting from the visitor and elicit an appropriate response from a pupil. 6. Drill the greeting. 7. Ask individual pupils to greet you and you respond accordingly. 8. Drill the response. 9. Build up the role play together with the class. 10. Ask one pupil to stand up and be the visitor and to greet a pupil on the other side of the room. Make sure the greeting and response are heard by the whole class. 11. Put the pupils in pairs. 12. Ask pupils to practise the greetings and responses in pairs. Ask pupils to swap roles so that each pupil gets a chance to practise the different roles. Go round the class listening to the dialogues. 13. Now refer pupils to a typical family where, in most cases, the father and the mother of the children live together. The first day the two come together as husband and wife is an important day. This takes place in the presence of many people – relations, friends and well-wishers.

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14. Let pupils understand that one of the important things the people do is to greet the couple; they do so with special words of goodwill and blessing. 15. Solicit from the pupils any such words they may know. 16. Finally, give pupils the full list of the greetings and responses for newly married couples used in the area.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Note: in northern-language editions, the illustration shows only one farmer sharpening his cutlass. This is because hoes are not sharpened. Taking care of farming tools 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example What is/are the farmer(s) doing? (sharpening his/their cutlass/sharpening their hoe) What are they using? (a whetstone/a file) Why are they doing this? (to make sure the tools are sharp) What happens to tools if you leave them in the rain? (they go rusty) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line. WRITING SKILLS Specific Objective • Pupils will be able to write three-word sentences (or four-word sentences in Dagaare) using a substitution table in the Pupil’s Book. The sentences introduce the object, so the verbs are transitive. Note: in Dagaare sentence structure involving noun/pronoun + verb + object, the verb normally takes an auxiliary, i.e. “la”. However, in speech, there may be an assimilation of the auxiliary by the main verb, like “Bayuo saal## lare”. That is, saala + la becomes saal##.

26 Lesson plans Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together and all the nouns together. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs and objects and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask as many individual pupils as possible to come to the front to form sentences in the same way as the first pupil. Try to make as many different sentences as possible. In the end you should have a list of all the possible correct sentences written on the board. 9. Write the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 11. Ask pupils to copy four of the sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 5 Pupilʼs Book p12-13

ORAL SKILLS Specific Objective • Pupils will be able to use the appropriate registers associated with traditional games. To-ma-to (A, As, F); Gollaa (Dag); Paasa (Db); Tuu-ma-tu (D and G); Asiwoe (E); Feela (Gj). 1. Ask pupils to name some traditional games they know. 2. Ask pupils to look at the picture. 3. Ask pupils: What are the children playing? (To-ma-to, Gollaa, Paasa, Tuu-ma-tu, Asiwoe, Feela) How many pupils are playing? (three – two girls and one boy) 4. Elicit from pupils how to play To-ma-to. Try to cover the following questions: • How many sections has the To-ma-to frame drawn on the ground? • How many players can play To-ma-to in any round? • Who wins the game? • What can be used as the throwing piece in the game of To-ma-to? • Where can the game be played? 5. Discuss with pupils any expressions associated with the game. Examples Let’s play To-ma-to. It’s your turn. Well done. Throw the stone/pick up the stone. Hop to the end, turn around, pick up the stone and hop back. Try not to fall over. 6. Take the pupils out to the verandah, and ask one of the pupils to mark out the pitch. 7. Now put pupils into groups of four and ask them to mark out their own pitches and to play the game. 8. Go round each group seeing that the rules are observed.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. The Bird and the Pepper Tree 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example Where is the bird? (sitting in a pepper tree) What fruit can you see? (pepper) What tree is it? (pepper tree) What is the matter with the bird? (he has a cut on his leg) 3. Write the key words on the chalkboard from the passage.

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4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write three-word sentences. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together and all the nouns together. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs and objects and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask as many individual pupils as possible to come to the front to form sentences in the same way as the first pupil. Try to make as many different sentences as possible. In the end you should have a list of all the possible correct sentences written on the board. 9. Point to the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 11. Ask pupils to copy four of the sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 6 Pupilʼs Book p14-15

ORAL SKILLS Specific Objective • Pupils will be able to use the appropriate register associated with foreign games, basketball, netball, ludo, football etc. Equipment • As many ludo boards as possible; ask your teaching colleagues if they can lend you their board. 1. Tell pupils that some games we play are from Ghana (indigenous) and some come from outside Ghana. 2. Ask children to call out all the games they know and ask them to guess whether they are from Ghana or outside Ghana. You should end up with a list similar to the following. From Ghana From outside Ghana

Oware Ludo To-ma-to Snakes and Ladders Otor Netball Antoakyire Football Ampe Basketball Feela (for Gonja editions) Tennis Dara Kibi Cha˚# Dimboe Wøli (for Dagbani editions) Niloo Bagabaga Kuriya Kuriya Kote Lua Siiloo Sali˚gbari gbari Kyeraa Mollaa Gollaa

3. Ask pupils to look at the picture. 4. Ask pupils: How many children are there? (four) Where are the children? (under the tree) What are they playing? (ludo) Do you know how to play? 5. Tell pupils that ludo is a traditional game in Ghana. Introduce the game of ludo to the children by showing them the real ludo board. 6. Ask pupils if anyone knows how it is played. 30 Lesson plans 7. Below is a description of how to play ludo. Make sure that pupils know the basic vocabulary and phrases in their mother-tongue. Examples My counters are red. It’s your turn. Roll the dice. I’ve eaten you. Go back home. Rules of ludo • Two, three or four people can play. • Each competitor has a home. • There are four counters/marbles in each home. • Each player chooses a colour: red, yellow, green, blue. • The marbles are coloured with their home colours. • The aim is to take all your marbles round the board and back to your home without getting “eaten”. • Each player rolls the die to start – you need a six to start. • If you roll a six, then you can move six spaces and then roll again. • When a player “lands” on a square with another marble that marble is taken away and put back “home”. Until the owner of that marble plays another six, he cannot use that marble in counting. • The winner is the person whose four marbles go round the board first. 8. Organise the class into groups of four, or if you don’t have enough boards, groups of eight. 9. Ask pupils to play the game. 10. Go round the class monitoring the pupils’ expressions and paying particular attention to the main features of the game: taking turns; fairness in counting; obedience to the rules.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Keeping cooking things clean 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example What’s that? (ladle) What do we use it for? (to pour soup) What’s that? (tapoli/kubo be kebi) What do we use it for? (to grind vegetables) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 31 Lesson plans

10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write three-word sentences. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together and all the nouns together. 3. First of all, ask individual pupils to read out the words. Many of the words use cooking and food vocabulary so comprehension should not be a problem. 4. Then take one each of the subjects, verbs and objects and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask as many individual pupils as possible to come to the front to form sentences in the same way as the first pupil. Try to make as many different sentences as possible. In the end you should have a list of all the possible correct sentences written on the board. 9. Point to the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 11. Ask pupils to copy four of the sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 7 Pupilʼs Book p16-17

ORAL SKILLS Specific Objective • Pupils will be able to use the appropriate register associated with foreign games e.g. basketball. 1. Ask pupils to look at the picture. 2. Basketball is an international game played all over the world by both men and women. Basketball was invented in America and the most famous players earn lots of money. 3. Ask pupils if they know any of the famous basketball players (e.g. Michael Jordan). 4. Discuss with pupils some of the rules and expressions used in basketball. Examples basketball pitch two teams a referee score a basket make a foul by pulling or pushing someone block someone play attack or defence 5. Discuss the results that a basketball match can take: a draw, a win, a loss. 6. Ask if any of the pupils play basketball.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Eating manners 1. Ask pupils to look at the picture. 2. Ask pupils: What are they doing? (eating) What should you do when you are eating? (wash your hands before eating/take turns when eating/take small mouthfuls) What shouldn’t you do when you are eating? (shouldn’t talk while eating/ shouldn’t lean across the table) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally.

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11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write three-word sentences. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together and all the nouns together. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs and objects and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask two more individual pupils to come to the front to form sentences in the same way as the first pupil. This time you are making a few example sentences using the substitution table. 9. Point to the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 11. Rub off all the sentences and ask pupils to form and copy out four sentences into their exercise books. 12. Go round monitoring their work and correcting pupils’ mistakes.

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UNIT 8 Pupilʼs Book p18-19

ORAL SKILLS Specific Objective • Pupils will be able to discuss their own experiences and those of others. 1. Ask pupils to think of all the jobs they know. 2. Make a list on the board with the pupils. Try and prompt a range of jobs and professions. As the children are being encouraged to talk about what they would like to be when they grow up, encourage aspirational jobs like: scientist, pilot, doctor, teacher, lawyer, engineer, nurse, President. 3. Ask pupils to look at the picture and ask what the girl and boy would like to be when they grow up (doctor and lawyer). 4. Ask two or three individual pupils what they would like to be when they grow up. Ask why they want to do that work. 5. Drill the question: What would you like to be when you grow up? 6. Ask a pupil to stand up and ask a classmate seated on the other side of the class what she/he would like to be when they grow up. 7. The pupil should respond. 8. Put pupils in pairs and ask them to ask each other what they would like to be when they grow up and why they want to do that work. Ask them to pay attention to their partner’s response because they will have to tell the rest of the class what their partner would like to be when they grow up and why. 9. Go round the class while pupils are speaking and monitor what they say. 10. Now ask each pupil what their partner would like to be when they grow up. 11. Keep a tally on the board and find out what the most popular profession is.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Taking care of the bathroom 1. Ask pupils to look at the picture. 2. Ask pupils: What can you see? (a bathroom) What is inside? (a bucket, a broom, some detergent, Omo/Dettol) What do we use to clean the bathroom? (a sponge, disinfectant, Vim, a scrubbing brush) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 35 Lesson plans

WRITING SKILLS Specific Objective • Pupils will be able to write three-word sentences. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together and all the nouns together. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs and objects and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the subject and ask a pupil to replace it with another subject. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Ask two more individual pupils to come to the front to form sentences in the same way as the first pupil. This time you are making a few example sentences using the substitution table. 9. Point to the first sentence again. 10. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between any two words. 11. Rub off all the sentences and ask pupils to form and copy out four sentences into their exercise books. 12. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 9 Pupilʼs Book p20-21

ORAL SKILLS Specific Objective • Pupils will be able to discuss their experiences and those of others. 1. Ask pupils to look at the picture. 2. Ask pupils: What is the girl doing? (presenting a bouquet) What is the boy doing? (presenting a bouquet) Who are they giving the flowers to? (important people) How do they feel? (excited/proud) 3. Ask pupils to think about times when they have felt excited or proud, frightened or elated. Encourage pupils to think of feats of bravery – saving their baby brother from a fire; or frightening events like seeing a snake; or important events like taking part in a play and working together to make it all come off on the opening night; or taking part in a competition and winning a prize. 4. Ask one pupil to stand up and relate their experience. 5. Stress that the others should listen attentively, to be able to retell the experience when asked. 6. Ask another pupil to stand up and retell the story. 7. Put pupils in pairs, to think about their exciting experience, and tell their partner what happened. Tell pupils to concentrate on how they felt. 8. Ask individual pupils to stand up and relate what their partner’s exciting moment was.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. The Animals and the Sweet 1. Ask pupils to look at the picture and read the title and guess what happens in the story. 2. Make sure pupils mention the leading characters and most important ideas in the picture: Monkey, Goat, Tortoise, the gun, a sweet. 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 37 Lesson plans

12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write four-word sentences (five-word sentences in Dagaare) using a substitution table. The verbs are transitive and the nouns use a determiner. Note that in Dagaare, the determiner sometimes comes before the noun. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the nouns together etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the determiner or noun and ask a pupil to replace it with another determiner/noun to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the piece of paper with the verb or noun and ask another pupil to make another sentence. 9. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 10. Point to the first sentence again. 11. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 12. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 13. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 10 Pupilʼs Book p22-23

EVALUATION Specific Objective • Pupils’ understanding of work learnt in the First Term (units 1-9) will be assessed. This assessment covers oral skills, reading skills and writing skills.

ORAL SKILLS Specific Objective • Pupils’ ability to describe a picture, discuss a vivid experience, greet the Chief and elders and practise manners and etiquette will be assessed. Classroom management To test individual pupils’ oral and listening skills, it is a good idea to put pupils in groups of four. Ask each of the pupils a question which they should try and answer on their own. Encourage other pupils to add information once the pupil with whom you are talking has had a chance to answer. While you are working with one group, the other groups can start with the reading or writing skills work. 1. Ask pupils to look at the picture. 2. Ask individual pupils: What day is it? (marching past ceremony, Annual Republic Day, a holiday) What do you do to prepare for the marching past ceremony? (marching rehearsals, washing and pressing uniforms for the day) Who is saluting the flag? (the pupils – encourage pupils to discuss why they are saluting the flag, that is as a mark of respect for the state of Ghana and paying homage to the Head of State and the Nation) Who is visiting the school? (the Chief, linguist and elders) How do you treat someone like the Chief or someone you don’t know? (saying please, thank you, treating them with respect etc.) How do you greet the Chief? 3. Elicit from pupils the greeting for the Chief and his response. 4. Put pupils into pairs and ask them to role play being the Chief and a girl/ boy greeting the Chief. 5. Ask pupils in the group to talk about their experience of marching past day. Prompt pupils to talk about the excitement of the day, the commitment involved in rehearsals, the pride in the heat of turn-out, the suspense leading to the leader’s cry of ‘Eyes Right!’, the thrill of the cheers and appreciation of the crowd at the marchers’ success, pride in being asked to show guests to their positions. Take note of how pupils listen to their classmates as well as how they talk.

READING SKILLS Specific Objective • Pupils’ reading comprehension and pronunciation will be assessed. 1. Read out the passage once asking the pupils to follow in their books. 39 Lesson plans

2. Ask pupils to read the passage silently. 3. Read out the first question and ask pupils to read the passage again to find the answer. 4. Ask the other pupils if the answer given is correct. 5. Do the same for the other questions. 6. Choose four sentences from the reading passage and ask individual pupils to come to your table and read one of the sentences aloud. Mark pupils for accuracy and fluency of pronunciation. Answers to the comprehension exercise. 1. Three. 2. The little dogs felt very cold at night. 3. It was the first little dog who conceived the idea. 4. They thanked the man. 5. They used sticks and thatch.

WRITING SKILLS Specific Objective • Pupils’ ability to write four-word sentences using a substitution table will be assessed. 1. Ask pupils to look at the substitution table in their books. 2. Make one sentence using the words in the substitution table and write it on the chalkboard. 3. Ask a pupil to come to the front and write the sentence on the chalkboard underneath your own. 4. Ask pupils if they can make a second sentence and write it on the chalkboard. 5. Rub off the sentences from the chalkboard. 6. Ask pupils to make up four sentences and write them in their exercise books. 7. Take in the exercise books and mark. Allocate marks for correct sentences (including word order) and for neat handwriting and punctuation.

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UNIT 11 Pupilʼs Book p24-25

ORAL SKILLS Specific Objective • Pupils will be able to discuss their experiences and those of others. 1. Ask pupils to look at the picture. 2. Ask pupils: What are the children holding? (a trophy) Why are they holding the trophy? (they have won the match, the whole competition, they belong to the winning team, they are the captains of the team, they contributed most to the team’s success) How do they feel? (happy, proud, excited, thrilled, satisfied, successful) What do their friends say? (they congratulate them, their parents are proud) What did they have to do to win the cup? (practise for many months to be good at their sport) 3. Ask pupils if they have ever won a prize or a medal or cup. Ask the pupil to stand up and relate their experience. 4. Stress that the others should listen attentively, to be able to retell the experience when asked. 5. Ask another pupil to stand up and retell the story. 6. Put pupils in pairs, to think about winning an award of merit for work done, a prize or medal or cup, and tell their partner what happened. Tell pupils to concentrate on how they felt. 7. Ask individual pupils to stand up and relate what their partner did to win the prize, merit, medal, cup etc.

READING SKILLS Specific Objective • Pupils will be able to read and understand short and long passages. Note: you should use the reading passage as an opportunity to teach or revise how to cross the road. Road Safety 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage: Example Where are the children crossing the road? (on the zebra crossing) Why? (to be safe/so they are not knocked down/so that they don’t get hurt) What should you do when you cross the road? (look right/look left, pay attention, check there are no cars coming) 3. Revise how to cross the road safely, by asking pupils to come to the front and talk through what they are doing when they cross the road. 4. Write the key words on the chalkboard from the passage. 5. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example.

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6. Pronounce the words again and ask individual pupils to repeat them after you. 7. Read aloud the passage. 8. Ask the pupils to read the passage once through silently. 9. Read out the first comprehension question. 10. Ask pupils to read through the passage a second time to find the answer. 11. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 12. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write four-word sentences (seven-word sentences in Dagaare) using a substitution table. The verbs are transitive and the nouns use a determiner. Note that Dagaare sentence structure requires a determiner both before and after the noun. “The” comes before the noun and determiners such as “some” and “that” come after the object and adjective (if there is one). Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the nouns together etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the determiner and ask a pupil to replace it with another determiner to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the piece of paper with the noun and ask another pupil to make another sentence. 9. Remove the piece of paper with the verb and ask another pupil to make another sentence. 10. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 11. Write the first sentence again. 12. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word.

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13. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 14. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 12 Pupilʼs Book p26-27

ORAL SKILLS Specific Objective • Pupils will be able to retell and dramatise some scenes in stories told, e.g. Ananse and the Magic Pot and Ananse and the Rubber Doll. 1. Ask pupils to look at the picture. 2. Ask pupils: Who can you see? (Ananse) How can you tell? (he has eight legs) What is Ananse doing? (fighting with a doll, his legs are stuck to the doll) Who is he fighting with? (a rubber doll, a scarecrow) Who is coming into the field? (the farmer) 3. Tell them that what the picture tells them is part of a major story about Ananse and his family. 4. Ask pupils if any of them knows the story from hints dropped in the picture. 5. If none of the pupils knows the story, then tell them the story yourself. Ananse and the Rubber Doll Once upon a time the Spider, Ananse, made a huge yam farm. When the time for harvesting was drawing near, Ananse called his family together and told them that he believed he was about to die. He told them that his wish was to be laid in a coffin with cooking utensils and the coffin to be left in the middle of their farm. The lid of the coffin was not to be nailed down. Three days later Ananse died. The coffin was taken to the farm unsealed and left in the middle of the place, right there among the yams. In the middle of the night, Ananse got up, came out of the coffin, uprooted some yams, and cooked and ate them. Then he retired for a well- fed rest inside his coffin. In the morning, when his family came to the farm, they noticed that some of the yams had been uprooted. The eldest son said he had a plan to catch the thief. The family made a rubber doll, a man’s figure, of sticky, gluey rubber and left the figure on the farm. At night, when Ananse came out of his coffin to eat the yams, he saw this human figure standing among the yams. He was annoyed and shouted, “Who are you?” The figure didn’t answer so Ananse slapped it with his right hand, and the hand got stuck in the glue. Now he said, “If you don’t let go of my right hand, I’ll slap you with my left.” The figure didn’t move. So Ananse slapped it with his left hand, and that got stuck, too. And now, more furious than ever, “Unless you let go of my hand immediately, I’ll kick you with my right foot.” The figure didn’t move. So Ananse kicked it with his right foot, and that became stuck even harder than his right hand. And so it continued until Ananse was completely stuck.

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In the morning, the family came to the farm and rushed forward to take down the thief and start beating him. But when they got near, who could it be but their own father and husband, the dead Ananse! They slowly pulled him loose from the scarecrow. But Ananse was so ashamed of himself that he could not stay. As soon as his feet touched the ground he ran away and hid his face in the eaves of the roof, where the darkness is. That is why the spider always stays in the eaves of the roof.

Note: this story is analogous to the “tar baby” in the famous Uncle Remus tale. Typical opening formula is:

STORYTELLER: Shall I tell you or shall I not?/Here comes my story! Do you know why? (Gj)/A long time ago. (Dag)

AUDIENCE: Yes, tell us!/Let it go! (Gj)/Oo mhm (Dag) The typical closing formula is:

STORYTELLER: If I get another [story] I’ll stick it behind your ears./Whether my story is interesting or not, you can add yours (Gj). If my story is not interesting prepare some bera soup for me (Dag).

6. Ask pupils questions on various aspects of the story, e.g. the making of the farm; why Ananse asked to be buried in the farm; why Ananse said his grave should be left open; why Ananse got stuck. 7. Put pupils in groups of three and allocate roles. Pupil A is Ananse Pupil B is the Rubber Doll Pupil C is the farmer/Ananse’s eldest son 8. Tell pupils they are going to dramatise the last part of the story – when Ananse is discovered by his eldest son. 9. Discuss each role. Ask pupils what Ananse will say to the Rubber Doll: Example “Who are you? Why are you in my yam field? I am going to beat you.”

Ask pupils what the Rubber Doll will say: Example Nothing, but will have to hold onto Ananse/fight him.

Ask pupils what the eldest son will say: Example “I have the thief. I am going to beat him for eating all our yams. What? Father? Why are you here? It was you! Shame on you!” 10. Ask as many groups as possible to come to the front of the class to dramatise the story.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on passages read. Games played inside the compound Games played outside the compound (Dagaare edition) 45 Lesson plans

1. Ask pupils to look at the picture. Note that the illustration in the Dagaare edition shows the game kyeraa whereas all other editions show oware, ludo and draughts. 2. Prompt pupils to name some of the key words that appear in the reading passage. Stress the fact that these are board games and can be played sitting. Example (for all editions save Dagaare edition) What can you see? (games, oware board, draughts board, ludo board) What do you need to play oware? (board and stones) What do you need to play draughts? (counters and board) What do you need to play ludo? (counters and dice) Where do you play these games? (in the compound, under the tree) How many players play oware? (2) ludo? (2-4) draughts? (2)

Example (for Dagaare edition) What can you see? (three children playing kyeraa) What do you need to play kyeraa? (small round stone for each player) How many players play kyeraa? (4) Where do you play kyeraa? (outside the compound) What other games do you know that you play outside the compound? (bie boroo, mollaa) How many players play these games? (bie boroo – 2, mollaa – 2) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write four-word sentences (five-word sentences in Dagaare) using a substitution table. The verbs are transitive and the nouns use a determiner. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper.

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2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the nouns together etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the determiner and ask a pupil to replace it with another determiner to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the piece of paper with the noun and ask another pupil to make another sentence. 9. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 10. Write the first sentence again. 11. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 12. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 13. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 13 Pupilʼs Book p28-29

ORAL SKILLS Specific Objective • Pupils will be able to retell and dramatise some of the scenes in the story told. 1. Ask pupils to look at the picture. 2. Ask pupils: Who can you see? (Rabbit and Tortoise) What is the man doing? (blowing his whistle, starting the race, saying “go”) What do you think is happening? (Rabbit and Tortoise are having a race) What can you see behind Rabbit and Tortoise? (a stream, a palm tree) 3. Tell the pupils the story. Rabbit and Tortoise Rabbit was fond of taunting Tortoise on his slowness. This hurt Tortoise very much, and he thought of a way to humiliate Rabbit for all time. One day Tortoise challenged Rabbit to run a race with him. “I shall beat you” he said. “I have spoken to the Chief, and he has offered a fat, white sheep for the winner.” Rabbit accepted the challenge, and they agreed on the route of the race. “We’ll start from the left bank of the river, run round the big mound and the big palm tree and finish in the bamboo grove.” The race was to be run the next day. Back in the house Tortoise arranged things. His wife would hide near the big mound, their eldest son would hide under the big palm tree, their eldest daughter would hide in the bamboo, while Tortoise himself would be at the bank of the river to start the race. “Listen carefully, everyone, and do as I say. We will all go to our spots first thing in the morning. As soon as you hear Rabbit’s running steps pop out into the road; and when Rabbit appears say ‘I’ve been before you Mr Rabbit’.” The race began at 6am prompt between the two men. At each of the landmarks Tortoise appeared; he had been before Rabbit. When the daughter of Tortoise appeared in the road at the bamboo grove, Rabbit was convinced that he had thoroughly lost to Tortoise. The Chief gave his sheep to Tortoise and from that day on Rabbit never again taunted Tortoise on his slowness.

4. Ask pupils questions on various aspects of the story to check their comprehension of the story, e.g. Why did Tortoise challenge Rabbit to a race? What was Tortoise’s plan? Who won the race? Who was more clever? 5. Put pupils in groups of three and tell them they are going to retell the story of Rabbit and Tortoise. Pupil A should tell the story of how Tortoise challenged Rabbit. Pupil B should tell the story of Tortoise’s plan. Pupil C should tell the story of the race.

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6. Ask pupils in groups to think about what they are going to say and to rehearse in their groups. 7. Go round the groups monitoring the work. 8. Ask as many groups as possible to come to the front of the class to retell the story.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on passages read. Games played outside the compound 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example What can you see? (football) Where do you play football? (outside) Who plays football? (two teams) Who makes sure the game is fair? (the referee) What are the people who watch the game called? (supporters) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write four-word sentences. (This unit introduces adjectives into the substitution table. Note that in Dagaare the adjective forms part of the noun/object and they are placed together to make one word or one hyphenated word. The compounding of the adjective together with the object depends on elision.) Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper.

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2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together and all the verbs together, all the nouns together, all the adjectives together, etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects, adjectives and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the determiner and ask a pupil to replace it with another determiner to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the piece of paper with the noun and ask another pupil to make another sentence. 9. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 10. Write the first sentence again. 11. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 12. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 13. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 14 Pupilʼs Book p30-31

ORAL SKILLS Specific Objective • Pupils will be able to develop interest in listening to and enjoying folktales and drama. 1. Ask pupils to look at the picture. 2. Ask pupils: What is happening? (a story-telling session) How is everybody seated? (in horseshoe formation) Who is telling the story? (the woman with the staff) How is she dressed? (in kaba and cloth) What is she holding? (a staff) When do the drummers play? (at the interpolation, during the songs) 3. Now, taking the various features of the picture one after the other discuss the various aspects of our story-telling: Formation/Seating: audience sits in a semi-circle. Narrator: sits at the opening of the semi-circle, holding a staff facing the audience. Opening: with a set line of words, e.g. ananses#m dabi o/mabe kesh#rkpan nde … kalambø (Gj) (use words applicable to your language). Interpolation: a song sung by the narrator or member of the audience to keep off sleep, to kill boredom or monotony. An interpolation can be part of the story itself or any story-song, and by it the storyteller emphasises or dramatises a remarkable point. Ending: with a set line in which the story line is mentioned, for example the title of the story, or the moral of the story, followed by an urging that the story should always be kept in mind. Invitation to narrate: a narrator leaving the seat can call a person to succeed him or her, or the person can invite others with a set line of words. Resumption of control by storyteller: the end of the interpolation is announced by a singer. Permission to be allowed to sing is also announced if the song does not come from the narrator but a member of the audience. Dramatisation: our story-telling is largely drama. The narrator is supposed to be a grandparent and dresses as such. Critical scenes are “performed” by the narrator or some of the listeners in the course of the story. The dramatisation is intended to give more entertainment and make the effect more lasting. 4. Call pupils who have a story to tell to come forward and tell their story. Guide the class to observe the points discussed above as far as possible as the “rules” for the narration. Make sure you have a story yourself, just in case pupils cannot think of their own story. Choose a popular story and then, when you start the story, you can ask if any pupil knows how the story continues.

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READING SKILLS Specific Objective • Pupils will be able to read and answer questions on passages read. Water 1. Ask pupils to look at the picture. 2. Ask pupils to list the different sources of water that they see. 3. Ask pupils what they do with water: you should be able to prompt some of the key ideas in the passage, such as drinking, washing, cleaning. 4. Write the key words on the chalkboard from the passage. 5. Read out the words clearly to the pupils. This is a pronunciation drill so your pronunciation should be correct and clear as an example. 6. Pronounce the words again and ask individual pupils to repeat them after you. 7. Read aloud the passage. 8. Ask the pupils to read the passage once through silently. 9. Read out the first comprehension question. 10. Ask pupils to read through the passage a second time to find the answer. 11. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 12. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write four-word sentences. (The verbs are transitive and the nouns have an adjective. Note for Dagaare edition: the adjective is not elided with the noun in this unit.) Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the nouns together etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the determiner and ask a pupil to replace it with another determiner to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the piece of paper with the noun and ask another pupil to make another sentence.

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9. Remove the piece of paper with the verb and ask another pupil to make another sentence. 10. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 11. Write the first sentence again. 12. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 13. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 14. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 15 Pupilʼs Book p32-33

ORAL SKILLS Specific Objective • Pupils will be able to identify some traditional costumes. (Northern-language editions show northern kente.) 1. Ask pupils to look at the picture. 2. Ask pupils what the people are wearing. Prompt them to identify kente and GTP print. 3. Discuss with pupils how traditional clothes are produced. Make sure that the pupils learn the items of vocabulary highlighted in bold (in their mother- tongue). Kente Material: usually cotton or rayon. Hand loom: locally built from wood and strings. The yarn: coloured yarn is woven in strips on the loom. Stitching: individual strips are stitched together to form broad cloths in male and female sizes. Colours: dependent on area and fashion. Bonwiri kente is usually multi- coloured. GTP Material: usually cotton. Colours: dependent on fashion, but usually with bold designs and bright colours. Stitching: worn by both men and women, usually sewn into shirts, or kabas and skirts. 4. Ask questions to find out whether pupils have understood the lesson. Example How are the cloths made? What is the name of the machine on which weaving is done?

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. Greetings 1. Ask pupils to look at the picture. 2. Prompt pupils to say that the children are greeting the woman. 3. Ask pupils why you greet people: you should be able to prompt some of the key ideas in the passage, such as being friendly, being polite, to make people happy. 4. Write the key words on the chalkboard from the passage. 5. Read out the words clearly to the pupils. 6. Pronounce the words again and ask individual pupils to repeat them after you. 7. Now, point to one of the key words and ask individual pupils if they can make a sentence using that word. Greeting as a subject is well-known to

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pupils so they should be familiar with the vocabulary, but this exercise is a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts as it is a challenging exercise. 8. Read aloud the passage. 9. Put pupils into reading groups of four. The pupils should have approximately the same level of reading in each group. 10. Ask groups to read the passage once through silently. 11. Check that everybody has read through the passage. Now ask one of the pupils to read out the first comprehension question. 12. Ask groups to read through the passage to find the answer, to check their answer with their group and then to put up their hands. This should inspire some competitiveness. 13. Ask other pupils if they agree with the group’s reply. Carry on until the whole class is satisfied that they have the correct answer. 14. Ask the groups to answer the remaining comprehension questions between themselves. Pupils should take turns to ask the question. 15. Go round monitoring the pupils’ work. 16. End by checking answers in a whole class session. Ask each group to provide the answer to one question. 17. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write simple sentences containing more than four words (eight-word sentences in Dagaare) using a substitution table. Note for Dagaare edition: in this unit the noun “a˚kaa” is elided with the adjective “kpo˚” to form a compound word, whereas the noun “boroboro” stands on its own and is not elided with the adjective “bile”. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, the adjectives together and so on. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects, adjectives and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the adjective and ask a pupil to replace it with another adjective in order to make another sentence. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the piece of paper with a noun printed on it and ask another pupil to make another sentence. 9. Remove the piece of paper with a verb and ask another pupil to make another sentence.

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10. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 11. Write the first sentence again. 12. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 13. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 14. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 16 Pupilʼs Book p34-35

ORAL SKILLS Specific Objective • Pupils will be able to identify some traditional costumes. 1. Ask pupils to look at the picture. 2. Ask pupils what the people are wearing, including the shoes. 3. Discuss with pupils the features of the smock and agbada. Make sure that the pupils learn the basic terms highlighted in bold. Smock or Fugu Mostly woven in the northern regions of Ghana, especially Daboya. It is heavy, usually in two colours or plain, and short in length, reaching down to half-thigh. The textile is sewn into female cloths and men’s smocks. The men wear the smock over a pantalon. The men also wear long boots (mbroho) sewn from leather. Yarn – the yarn for weaving is usually cotton. Agbada Originally from the Yoruba area in Nigeria, the agbada is now worn all over Ghana by both men and women. It is in the form of a heavy flowing gown worn over a long-sleeved shirt and pantalon. It usually has heavy embroidery round the neck and the front. It has broad pockets and folds. The material used for sewing is usually cotton. 4. Ask pupils if they know of any other traditional clothes worn in Ghana. Pupils’ answers may include kente, GTP, fugu, smock, piato/twakoto, ntwontwo, batakari, tie and dye.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on passages read. Wood 1. Ask pupils to look at the picture. 2. Prompt pupils to say that they can see schoolchildren reading underneath a big shade tree. 3. Ask pupils what trees are used for. You should be able to prompt some of the key ideas in the passage, such as: trees serve as shade; wood is used to make furniture; forests serve as tourist attractions; bark and leaves are used for medicines. 4. Write the key words on the chalkboard from the passage. 5. Read out the words clearly to the pupils. 6. Pronounce the words again and ask individual pupils to repeat them after you. 7. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 8. Read aloud the passage. 57 Lesson plans

9. Put pupils into reading groups of four. The pupils should have approximately the same level of reading in each group. 10. Ask groups to read the passage once through silently. 11. Check that everybody has read through the passage. Now ask one of the pupils to read out the first comprehension question. 12. Ask groups to read through the passage to find the answer, to check their answer with their group and then to put up their hands. This should inspire some competitiveness. 13. Ask other pupils if they agree with the group’s reply. Carry on until the whole class is satisfied that they have the correct answer. 14. Ask the groups to answer the remaining comprehension questions between themselves. Pupils should take turns to ask the question. 15. Go round monitoring the pupils’ work. 16. End by checking answers in a whole class session. Ask each group to provide the answer to one question. 17. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write simple sentences containing more than four words (seven-word sentences in the Dagaare edition) using a substitution table. Note that the object and the adjective have been compounded to make one word in Dagaare. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the adjectives together etc. 3. First of all, ask individual pupils to read out the words. Then take one each of the subjects, verbs, objects, adjectives and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 4. Write the sentence on the chalkboard. 5. Remove the piece of paper with the adjective and ask a pupil to replace it with another adjective to make another sentence that makes sense. Ask another pupil to read out the new sentence. 6. Write the sentence on the chalkboard. 7. Remove the flashcard with the noun and ask another pupil to make another sentence. 8. Remove the flashcard with the verb and ask another pupil to make another sentence. 9. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 10. Write the first sentence again. 11. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word.

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12. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 13. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 17 Pupilʼs Book p36-37

ORAL SKILLS Specific Objectives • Pupils will be able to state the occasions on which traditional costumes are used. • Pupils will be able to demonstrate how they are worn. Equipment • Kente, smock, agbada, GTP cloth (men’s and women’s pieces). 1. Ask pupils to look at the pictures in their book for a few minutes. 2. Ask pupils: Who are the people? (Chiefs and Queen Mother from the southern part of Ghana; Chief and one of his elders from the northern part of Ghana) What are they wearing? (kente, gold, headgear, royal robes, long boots and cap) What do other people wear for a festival? 3. Revise with pupils the names of the various costumes worn during festivals which are generally happy occasions. Kente/Gbanya waj# (Gj)/Dagakparoo (Dag): worn mostly during festivals like Zomb#nto (Dag), Bagre (Dag), Købena (Dag), Damba (Dag, Db, Gj), Jintigi (Gj), Do˚i (Gj), De˚ (Gj), Acha˚ (Gj), Adae (A/As), Ohum (Akyem), Odwira (A/As), Kundum (Nzema), Akwambø (F), Ayerye (F), Homowo (G), Asafotufiami (D), Ngmayemi (D), Hogbetsotso (E). Smock: worn during almost all the festivals in northern Ghana like the Damba, as well as festivals in other parts of the country. GTP Ntama: worn all over Ghana, especially in the southern zones, during festivals, parties and other ceremonies. 4. With pupils, make a list of the festivals in the area on the chalkboard. 5. Ask pupils to think about what their parents and they themselves would wear to each festival. 6. Ask individual pupils to stand up and describe the costumes. Encourage pupils to use their imagination and use adjectives of colour or adjectives to describe the costumes, such as gorgeous, flowing etc. 7. Put pupils in pairs. Ask pupils to take turns describing what they (the child) would wear to a festival and what the parent(s) would wear. 8. Go round the class monitoring pupils. 9. Help pupils to dress themselves in the traditional costumes and encourage them to hold themselves up properly in the costumes. 10. Admire pupils in their costumes as a way of getting them interested in their use.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. Festivals 1. Ask pupils to look at the picture.

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2. For southern-language editions, prompt pupils to say that they can see a Chief being carried in his palanquin with his drummers following. Ask pupils where they think the Chief is going in order to prompt vocabulary such as the durbar ground. For northern-language editions, prompt pupils to say that they can see the Chief at the durbar grounds. Ask pupils how the Chief got to the durbar grounds. Prompt pupils to say the Chief rode a horse and was followed by drummers and elders. 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Now, point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 7. Read aloud the passage. 8. Put pupils into reading groups of four. The pupils should have approximately the same level of reading in each group. 9. Ask groups to read the passage once through silently. 10. Check that everybody has read through the passage. Now ask one of the pupils to read out the first comprehension question. 11. Ask groups to read through the passage to find the answer, to check their answer with their group and then to put up their hands. This should inspire some competitiveness. 12. Ask other pupils if they agree with the group’s reply. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask the groups to answer the remaining comprehension questions between themselves. Pupils should take turns to ask the question. 14. Go round monitoring the pupils’ work. 15. End by checking answers in a whole class session. Ask each group to provide the answer to one question. 16. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write simple sentences containing more than four words (six-word sentences in Gonja and Dagaare) using a substitution table. Note for Dagaare edition: the noun and the adjective are compounded to make one word. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the adjectives together etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects, adjectives and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 61 Lesson plans

5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the adjective and ask a pupil to replace it with another adjective to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the flashcard with the noun and ask another pupil to make another sentence. 9. Remove the flashcard with the verb and ask another pupil to make another sentence. 10. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 11. Write the first sentence again. 12. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 13. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 14. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 18 Pupilʼs Book p38-39

ORAL SKILLS Specific Objectives • Pupils will be able to name the basic things used at home. • Pupils will be able to discuss how they are used. 1. Ask pupils to look at the picture. Note that the pupils should be familiar with the names of most of the items illustrated. 2. Ask pupils: What room is it? (the bedroom) What can you see? (a bed, table, chair, cupboard, lantern, radio) What do we use these things for? 3. Guide the pupils to describe what we use each thing for. Bed – to sleep on Table – to write on Chair – to sit on Cupboard – to keep our clothes/things safe Lantern – to see when it is dark Radio – to listen to for enjoyment 4. Ask pupils to name other domestic objects which they know. These should include buckets, brooms, stools. 5. Now help pupils to discuss, in groups of four, how basic things used in the home are used. Pupils’ discussion of how a bed is used may take the form: “we first sit on it then gently swing our legs down, then we cover ourselves”.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. Visiting Aunt Afua I 1. Ask pupils to look at the picture. 2. Prompt pupils to say that they can see a boy and a girl putting their bags into the car and that a man (father) is driving the car and a woman (mother) is also getting into the car. Prompt pupils to say the family might be travelling or going on a journey or going to visit someone. 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 7. Read aloud the passage. 8. Put pupils into reading groups of four. The pupils should have approximately the same level of reading in each group. 9. Ask groups to read the passage once through silently.

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10. Check that everybody has read through the passage. Now ask one of the pupils to read out the first comprehension question. 11. Ask groups to read through the passage to find the answer, to check their answer with their group and then to put up their hands. This should inspire some competitiveness. 12. Ask other pupils if they agree with the group’s reply. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask the groups to answer the remaining comprehension questions between themselves. Pupils should take turns to ask the question. 14. Go round monitoring the pupils’ work. 15. End by checking answers in a whole class session. Ask each group to provide the answer to one question. 16. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to write simple sentences containing more than four words (seven-word sentences in Dagaare) using a substitution table. Note for Dagaare edition: the object and the adjective are compounded. Equipment • Flashcards with the words from the table. 1. Before the lesson, take a few large pieces of paper. Write each word on a separate sheet of paper. 2. Stick each sheet of paper onto the chalkboard, grouping all the subjects together, all the verbs together, all the adjectives together etc. 3. First of all, ask individual pupils to read out the words. 4. Then take one each of the subjects, verbs, objects, adjectives and determiners and place them together on the chalkboard to make a sentence. Call out the sentence and ask individual pupils to read out the sentence. 5. Write the sentence on the chalkboard. 6. Remove the piece of paper with the adjective and ask a pupil to replace it with another adjective to make another sentence that makes sense. Ask another pupil to read out the new sentence. 7. Write the sentence on the chalkboard. 8. Remove the flashcard with the noun and ask another pupil to make another sentence. 9. Remove the flashcard with the verb and ask another pupil to make another sentence. 10. Ask two more individual pupils to come to the front to form sentences in the same way as the other pupils. 11. Write the first sentence again. 12. Ask an individual pupil to come to the front of the class and copy the first sentence. Make sure he/she starts in the correct place for each letter and leaves the correct spacing between each word. 13. Rub off all the sentences and ask pupils to make and copy out four sentences into their exercise books. 14. Go round monitoring their work and making sure that pupils’ sentences make sense.

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UNIT 19 Pupilʼs Book p40-41

ORAL SKILLS Specific Objective • Pupils will be able to demonstrate how things used at home are maintained. 1. Ask pupils to look at the picture. 2. Ask pupils: Where are the girl and boy? (inside/in a room/in the hall/in the bedroom) What are they doing? (dusting the radio/cupboard) Why are they doing this? (to keep the radio and cupboard clean/to make sure they last for a long time) 3. Finally mime cleaning actions to pupils to elicit other vocabulary to do with cleaning and maintaining items in the home. Examples dusting (dry) and wiping (moist) of furniture sweeping the floor refixing locks and broken legs of chairs, tables, beds polishing furniture washing of bowls scrubbing of buckets

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. Visiting Aunt Afua II 1. Tell the pupils that they are going to read the next instalment of the story they started in unit 18 (Visiting Aunt Afua I). Ask them if they can remember what happened in the first part of the story. Try to elicit that the family was going on a journey to visit their aunt and the children were excited. 2. Ask pupils to look at the picture. 3. Ask pupils: What do you think is happening? (the family is arriving at Aunt Afua’s) Who is standing in the door of the house? (Aunt Afua) What are the children doing? (running to greet their Aunt) What are the parents doing? (locking the car/walking towards the house) What do you think Aunt Afua will do when the family is inside the house? (offer some water and something to eat) 4. Write the key words on the chalkboard from the passage. 5. Read out the words clearly to the pupils. 6. Pronounce the words again and ask individual pupils to repeat them after you. 7. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 8. Read aloud the passage.

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WRITING SKILLS Specific Objective • Pupils will be able to complete sentences with given words. 1. Write the first sentence on the chalkboard. 2. Ask an individual pupil if she/he can read the sentence. 3. Ask the same pupil to read out the two possible words to fill the gap in the sentence. 4. Ask the class which word they think is most suitable for the sentence. Read out each word and ask pupils to put up their hand for the chosen word (hopefully this will elicit the correct answer). 5. Talk about why they have chosen one particular verb in preference to another – for example, the chosen verb makes sense in the sentence, whereas the other verb does not make a sensible/correct sentence. 6. Write the correct word in the gap in the sentence. 7. Now do the same for the second, third and fourth sentences. 8. Rub off the sentences from the chalkboard and ask pupils to write the correct sentences into their exercise books. 9. Take in pupils’ exercise books and mark.

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UNIT 20 Pupilʼs Book p42-43

EVALUATION Specific Objective • Pupils’ understanding of work learnt in the Second Term (units 11-20) will be assessed.

ORAL SKILLS Specific Objective • Pupils’ ability to describe a picture, identify some traditional costume, and retell a story will be assessed.

Classroom management To test individual pupils’ oral and listening skills, it is a good idea to put pupils in groups of four. Ask each of the pupils a question which they should try and answer on their own. Encourage other pupils to add information once the pupil with whom you are talking has had a chance to answer. While you are working with one group, the other groups can start with the reading or writing skills work. 1. Ask pupils to look at the picture. 2. Ask individual pupils: Who can you see? (a Chief from the north and a Chief from the south) What are they wearing? (the Chief from the north is in agbada, the Chief from the south is in cloth) What is the woman wearing? (GTP) What is the man wearing? (fugu) What is the man holding the staff doing? (telling a story) 3. Ask each pupil in the group to describe one of the following. Try to elicit at least basic vocabulary such as shirt, pantalon, cloth, gown, skirt, kaba, bright colours. Agbada: agbada is a long gown worn over a shirt and pantalon, usually with embroidery around the neck and cuffs of the sleeves. Kente: kente is multi-coloured and woven in strips to form a broad cloth. GTP: GTP is printed cotton usually with bold patterns and often made into kaba and long skirt for women. Fugu: fugu is a short smock and pantalon usually in two colours. 4. Ask pupils to tell a story they know. You will have to do this with individual pupils rather than with the group, so ask all pupils but one to go and sit down. Then ask each individual pupil to relate a story from memory. Pupils can relate any story they know but you can jog the pupils’ memories by reminding them of the stories they have learnt during the term, for example, Rabbit and Tortoise and Ananse and the Rubber Doll. Think about opening and closing refrains and the main details of the story when marking each pupil.

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READING SKILLS Specific Objective • Pupils’ reading comprehension and pronunciation will be assessed. 1. Read out the passage once, asking the pupils to follow in their books. 2. Ask pupils to read the passage silently. 3. Read out the first question and ask pupils to read the passage again to find the answer. 4. Ask the other pupils if the answer given is correct. 5. Do the same for the other questions. 6. Choose four sentences from the reading passage and ask individual pupils to come to your table and read one of the sentences aloud. Mark pupils for accuracy and fluency of pronunciation.

Answers to the comprehension exercise 1. During the last holidays. 2. Five people travelled in total – the mother, father, brother and sister, plus the author of the passage. 3. Four hours. 4. Cocoyam, fufu and green soup, full of snails and mushrooms or Yam, fufu, groundnut soup, full of goat and meat (northern-language editions). 5. Two days.

WRITING SKILLS Specific Objective • Pupils’ ability to complete sentences using given words will be assessed. 1. Write out one of the sentences already learnt in unit 19 on the chalkboard, together with the two alternative words to fill the gap. 2. Ask different pupils to read out the sentence as well as the given words. 3. Ask an individual pupil to choose the correct given word. 4. Now ask the rest of the pupils if they think this is the correct word. 5. Now ask all pupils to do the writing exercise and to choose the correct verb to complete each sentence. Ask pupils to write their sentences in their exercise books. 6. Take in and mark.

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UNIT 21 Pupilʼs Book p44-45

ORAL SKILLS Specific Objectives • Pupils will be able to state the things used at school. • Pupils will be able to explain the uses of things at the school. 1. Ask pupils to look at the picture. 2. Ask pupils: What can you see? (the classroom) What is in the classroom? (tables, desks, chairs, cupboard with pencils, exercise books, ruler, chalk, chalkboard) 3. Make a list of the items identified on the chalkboard. 4. Ask pupils to work in pairs and to discuss the use of each item. Examples Tables: we use the tables for writing. Chairs: we sit on the chairs. Exercise books: we write in our exercise books. Chalk: the teacher uses the chalk to write on the chalkboard. Ruler: we use the ruler to underline things/to draw straight lines. Pencil: we use pencils to write with. 5. Get feedback from different pairs of pupils on the use of each item. 6. Where necessary you may add to a pair’s discussion of how the things are used.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. The Frog and the Birds 1. Ask pupils to look at the picture. 2. Ask pupils: What animals can you see? (a frog and two birds) What are they doing? (the frog is hanging between two birds on a stick) Where are they? (high in the sky) What can you see below them? (people ploughing a field and looking at the frog in the sky) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 7. Read aloud the passage. 8. Put pupils into reading groups of four. The pupils should have approximately the same level of reading in each group. 9. Ask groups to read the passage once through silently.

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WRITING SKILLS Specific Objective • Pupils will be able to complete sentences with given words. 1. Write the first sentence on the chalkboard. 2. Ask an individual pupil if she/he can read the sentence. 3. Ask the same pupil to read out the two possible words to fill the gap in the sentence. 4. Ask the class which word they think is most suitable for the sentence. Read out each word and ask pupils to put up their hand for their chosen word (hopefully this will elicit the correct answer). 5. Talk about why one particular noun is correct – for example, the chosen noun makes sense in the sentence, whereas the other noun does not make a sensible/correct sentence. 6. Write the correct word in the gap in the sentence. 7. Now do the same for the second, third and fourth sentences. 8. Rub off the sentences from the chalkboard and ask pupils to write the correct sentences into their exercise books. 9. Take in pupils’ exercise books and mark.

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UNIT 22 Pupilʼs Book p46-47

ORAL SKILLS Specific Objective • Pupils will be able to develop the habit of maintenance. 1. Ask pupils to look at the picture. 2. Ask pupils: Who can you see? (a teacher, a boy and a girl) What is on the table? (books, glue) What are they doing? (mending the books) What is the boy doing? (putting glue on the exercise books) What is the girl doing? (stitching the books with a needle and thread) 3. Now discuss with the pupils the maintenance of things used at school. Exercise books: patching up torn covers, stitching or stapling loose spines. Reading books: using stout paper to cover the outer covers, using glue to strengthen the spine. Chalk: putting unused pieces into the box and putting the box away. Tables and chairs: dusting daily, repairing them when they become rickety. Chalkboard: blackening when the surface pales out. Attendance register: stitching the spine when it becomes loose. 4. Write on the chalkboard the vocabulary of the lesson and go over it with the pupils: patching up, loose covers, glue, stitching, blackening, dusting, repairing, taking care of things.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. Kindness to animals 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example What can you see? (dog and a girl looking after it) What is the matter with the dog? (injured/hurt its paw) What is the girl doing? (putting a bandage on the paw) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 7. Read aloud the passage. 8. Ask the pupils to read the passage once through silently. 9. Read out the first comprehension question. 10. Ask pupils to read through the passage a second time to find the answer. 11. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 71 Lesson plans

12. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to complete sentences with given words. 1. Write the first sentence on the chalkboard. 2. Ask an individual pupil if she/he can read the sentence. 3. Ask the same pupil to read out the two possible words to fill the gap in the sentence. 4. Ask the class which word they think is most suitable for the sentence. Read out each word and ask pupils to put up their hand for their chosen word (hopefully this will elicit the correct answer). 5. Talk about why one particular adjective is correct – for example, the chosen adjective makes sense in the sentence, whereas the other adjective does not make a sensible/correct sentence. 6. Write the correct word in the gap in the sentence. 7. Now do the same for the second, third and fourth sentences. 8. Rub off the sentences from the chalkboard and ask pupils to write the correct sentences into their exercise books. 9. Take in pupils’ exercise books and mark.

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UNIT 23 Pupilʼs Book p48-49

ORAL SKILLS Specific Objective • Pupils will be able to state things they see on visits (e.g. to the zoo). Equipment • Books with pictures of a zoo. 1. Ask pupils to describe the picture. 2. Ask pupils: What animals can you see? (lion, chimpanzee, snake, peacock, crocodile, parrots) Where are the animals? (in the zoo) What do you know about each animal? Lion: they are mammals and are considered the ‘King’ of the cat family; they live in savannah; they are carnivorous; the males have a thick mane around their neck; the females hunt for food. Chimpanzee: they live in forest areas in groups; they are vegetarians; they are very agile; they are the nearest “relative” to human beings; they carry their babies while they are small – the baby holds onto its mother’s tummy. Snake: they are reptiles; they usually live in holes in the ground; they slither along tree trunks and on the ground; they feed on small animals and lie at one place until the animal is digested in their bellies; their bites can be venomous/poisonous. Peacock: large, brightly-coloured male bird; they have long green and blue tail feathers which form a “fan” when the peacock displays. Crocodile: they are reptiles; they live in water and can swim very fast; they have a rough skin; they have four limbs; they eat the meat of other animals. Parrot: they are hook-billed birds; they eat seeds and grains; they are often gaily coloured. 3. Ask pupils to name other animals they think they can see at the zoo. 4. If possible, arrange a visit to the zoo. If you are able to visit a zoo, use the notes in the Introduction to this Teacher’s Guide to help you plan the visit. If it is not possible, try to find pictures of a zoo in books and bring them in to show them to the pupils. 5. Ask pupils in pairs to imagine the things that they would see on a visit to the zoo. 6. After five minutes, get feedback from different pupils and encourage them to talk about what they think they might see. Try to elicit things such as the cage for each animal, feeding the animals, what things are fed to each animal, what animals they are likely to see, the zookeeper, what the animals did when they were there. 7. Ask pupils to draw one of the animals, to name the animal and write one sentence about it underneath.

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READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passages read. Ananse’s Unhappy Home 1. Ask pupils to look at the picture. 2. Prompt pupils to name some of the key words that appear in the reading passage. Example What can you see? (Ananse) What is the matter with the woman (she is sick/in bed) What are the children doing? (running away) How does Ananse look? (angry) How do the children look? (try to prompt that they might be unhappy because they are running away) 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. 5. Pronounce the words again and ask individual pupils to repeat them after you. 6. Now, point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 7. Read aloud the passage. 8. Ask the pupils to read the passage once through silently. 9. Read out the first comprehension question. 10. Ask pupils to read through the passage a second time to find the answer. 11. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 12. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to complete sentences with their own words. 1. Write the first sentence on the chalkboard. 2. Ask pupils if they can read the sentence. 3. Ask the class if they can think of a word which is suitable to complete the sentence. Elicit as many different words as possible. 4. Choose the most appropriate word and talk about why you have chosen that particular word in preference to another – for example, the chosen word makes sense in the sentence. 5. Write the correct word in the gap in the sentence. 6. Now do the same for the second, third and fourth sentences. 7. Rub off the sentences from the chalkboard and ask pupils to write the correct sentences into their exercise books. 8. Take in pupils’ exercise books and mark.

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UNIT 24 Pupilʼs Book p50-51

ORAL SKILLS Specific Objective • Pupils will be able to discuss their experiences – things they saw and what they did at places visited. Note: most teachers should be able to arrange a visit to a Post Office. Before you take the pupils to the Post Office, you should visit the place yourself to meet the people involved and to see for yourself what the pupils are likely to see. Use the notes in the Introduction to this Teacher’s Guide to help you plan the visit. Where a real visit is not possible, simulate one by making the picture in the Pupil’s Book take the place of a real visit; you must then tell the pupils all that they would otherwise learn at the place. Equipment • Various stamps of different values and with interesting pictures on them. 1. Ask the pupils to describe the picture. 2. Ask pupils: Where is it? (the Post Office) Who can you see? (the stamp seller, the post master) What is this woman doing? (making a call at a telephone booth) What do you think this person is doing? (arranging the telephone calls) What do you think you can do at the Post Office? (buy stamps, send letters, make telephone calls) 3. As a prelude to the visit, discuss in detail the objects that are likely to be seen at the Post Office. Counter: the long table divided by lattices into cages where the workers do their work. Telephone booth: a tall box with a telephone inside, in which people can make telephone calls. Stamp: a small piece of paper with a coloured picture on it which the Post Office gives us to send letters. What we pay for a stamp represents the money we pay to government for carrying our mail. Stamp seller: the person who sells stamps at the Post Office. Books on the counter: these include telephone directories, books and ledgers for recording accounts/sales. 4. If it is not possible to visit the Post Office, bring examples of different stamps into the classroom and ask pupils to describe them. 5. On the visit make sure that pupils ask to see how letters are sorted, how letters are sent, different stamps etc. 6. Take pupils to the Post Office on the arranged day and guide them through their visit. 7. On your return from the Post Office, ask each pupil in turn to talk about their experience of the visit.

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READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passages read. Ayele and Oko go to Market 1. Write the key words on the chalkboard from the passage. 2. Read out the words clearly to the pupils. 3. Pronounce the words again and ask individual pupils to repeat them after you. 4. Now, point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 5. Read aloud the passage. 6. Ask the pupils to read the passage once through silently. 7. Read out the first comprehension question. 8. Ask pupils to read through the passage a second time to find the answer. 9. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 10. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 11. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to complete sentences with their own words. 1. Write the first sentence on the chalkboard. 2. Ask pupils if they can read the sentence. 3. Ask the class if they can think of a word which is suitable to complete the sentence. Elicit as many different words as possible. 4. Ask pupils which word they think is the most appropriate and talk about why that particular word is better than another – for example, the chosen word makes sense in the sentence. It may be that several different words are all suitable, in which case make sure that the pupils know that there are different possibilities and they can choose the word they like most. 5. Write a correct word in the gap in the sentence. 6. Now do the same for the second, third and fourth sentences. 7. Rub off the sentences from the chalkboard and ask pupils to write the correct sentences into their exercise books. 8. Take in pupils’ exercise books and mark.

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UNIT 25 Pupilʼs Book p52-53

ORAL SKILLS Specific Objective • Pupils will be able to discuss their experiences – things they saw and what they did at places visited. Note: most administrative districts in Ghana have a District Library and a number of towns in the districts have Community Libraries. A few Primary Schools may have libraries. It therefore should be possible to arrange a visit to a library. Before you take the pupils to the library, you should visit the place yourself, talk to the librarian and see for yourself what the pupils are likely to see. Use the notes in the Introduction to this Teacher’s Guide to help you plan the visit. It might be a good idea to make a note of the titles of some books available in the library and then you could ask individual pupils or pairs of pupils to find these books during their visit. This would force pupils to look around the shelves of the library and find out how books are arranged. Where a real visit is not possible, simulate one by making the picture in the Pupil’s Book take the place of a real visit; you must then tell the pupils all that they would otherwise learn at the place. 1. Ask pupils to look at the picture. 2. Ask pupils: Where is it? (a library) What are the pupils/people doing? (reading books at desks) What else can you see? (books on shelves) 3. Tell pupils that they are going to visit a library. In preparation, talk about why people go to libraries: to read books, to borrow books, to find out information. 4. Tell pupils that when they go to the library they will speak to the librarian who is in charge of the books and the lending of books. Ask them to think about questions to ask the librarian. Examples What types of books are in the library? How are the books arranged on the shelves? Who owns the library and the books? How does the library keep track of its books that are loaned? Who can use the library? What do you have to do before using the library? 5. On your return, ask each individual pupil about their impressions. Ask them if they saw a book they would like to borrow. 6. If the library is nearby, encourage pupils and help them to register as users of the library.

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READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passages read. Domestic animals

1. Ask pupils to describe the picture. Try to elicit some key words such as cattle, domestic animals. 2. Write the key words on the chalkboard from the passage. 3. Read out the words clearly to the pupils and ask individual pupils to repeat the words after you. 4. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 5. Read aloud the passage. 6. Ask the pupils to read the passage once through silently. 7. Read out the first comprehension question. 8. Ask pupils to read through the passage a second time to find the answer. 9. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 10. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 11. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to complete sentences with their own words. 1. Write the first sentence on the chalkboard. 2. Ask pupils if they can read the sentence. 3. Ask the class if they can think of a word which is suitable to complete the sentence. Elicit as many different words as possible. 4. Ask pupils which word they think is the most appropriate and talk about why that particular word is better than another. Make sure that the pupils know that there are different possibilities and they can choose the word they like most. 5. Write a correct word in the gap in the sentence. 6. Now do the same for the second, third and fourth sentences. 7. Rub off the sentences from the chalkboard and ask pupils to write the correct sentences into their exercise books. 8. Take in pupils’ exercise books and mark.

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UNIT 26 Pupilʼs Book p54-55

ORAL SKILLS Specific Objective • Pupils will be able to state the various means by which people travel (e.g. by walking). 1. Ask pupils to look at the picture. 2. Ask pupils: What can you see? (an old man and a girl) Where are they? (on a path) What are they holding? (bags, a travelling bag and a stick) What do you think they are doing? (e.g. walking to the next village) 3. Ask pupils where they walk every day (e.g. to school, to the farm) and occasionally (e.g. to the market, to the next village). 4. Then discuss with the pupils walking as a mode of moving from place to place. Examples It is the most natural mode of movement. It is the least prone to accidents of all the modes of travel. It is the slowest and most tiring of all modes of travel. It was the predominant mode of movement in Ghana about 100 years ago. It is still the mode for moving from place to place in most rural areas. It is the most common mode by which the majority of farmers reach their farms. 5. Now ask individual pupils if they have ever walked a long distance. Ask pupils to stand up and recount where they walked and how long the journey took.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on passages read. Our health 1. Ask pupils to look at the picture and to describe the picture. Try to elicit the fact that the children are running and happy, and that they are probably healthy because they can run and they are smiling. 2. Write the key words on the chalkboard from the passage. 3. Read out the words clearly to the pupils. 4. Pronounce the words again and ask individual pupils to repeat them after you. 5. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer.

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WRITING SKILLS Specific Objective • Pupils will be able to form and write sentences with names of objects in the classroom. 1. Choose an object in the classroom and point to it (e.g. chalk). 2. Elicit the name of the object from pupils. 3. Form a simple sentence with the object. Example I write with chalk. 4. Then ask pupils if they can form another sentence with the object. 5. Now ask pupils to read the words in their exercise books. Ask pupils to read the words aloud and make sure that all pupils understand the meaning of each word. 6. Ask pupils to make one sentence with each word and to write their sentences in their exercise books. 7. Go round to help pupils in difficulty. 8. Finally collect pupils’ exercise books and mark the work.

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UNIT 27 Pupilʼs Book p56-57

ORAL SKILLS Specific Objective • Pupils will be able to state the various means of travelling (on land). 1. Ask pupils to look at the picture. 2. Ask pupils: What can you see? (an STC bus) What are the people in the bus doing? (travelling to another town, a town far away etc) What are the people doing who are not on the bus? (waving goodbye to their friends and relatives who are travelling) 3. In pairs, ask pupils to discuss if they have ever travelled by bus. 4. Ask a few individual pupils to stand up and talk about their experiences of travelling by bus. 5. Ask pupils to think about two advantages of travelling by bus. Examples It is fast. Because the bus is large, it can carry many people on a trip. One can ask the driver to stop at any place. The rain/bad weather does not make much difference when travelling by bus. 6. Ask pupils if they can think of any disadvantages. Examples Because it is large it takes a long time to load to capacity. A bus can break down at any place. Big buses are rather slow and take a long time to reach their destination. Some drivers can drive roughly and thereby cause accidents. 7. Ask pupils to talk in pairs about whether they prefer travelling by bus or on foot. 8. Go round the class monitoring what pupils are saying. 9. Bring the class together and ask a few individual pupils whether they prefer travelling by bus or on foot.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. A happy home 1. Ask pupils to look at the picture and to describe the picture. Try to elicit the fact that it is a beautiful and clean/well-kept house and that the family is happy, that the children are doing their homework and the parents are helping the children. 2. Write the key words on the chalkboard from the passage. 3. Read out the words clearly to the pupils. 4. Pronounce the words again and ask individual pupils to repeat them after you.

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5. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 6. Read aloud the passage. 7. Ask the pupils to read the passage once through silently. 8. Read out the first comprehension question. 9. Ask pupils to read through the passage a second time to find the answer. 10. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 11. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 12. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to form and write sentences with names of objects in the school. 1. Choose an object in the classroom and point to it (e.g. desk). 2. Elicit the name of the object from pupils. 3. Form a simple sentence with the object. Example There are desks in the classroom. 4. Then ask pupils if they can form another sentence with the object. 5. Now ask pupils to read the words in their exercise books. Ask pupils to read the words aloud and make sure that all pupils understand the meaning of each word. 6. Ask pupils to make one sentence with each word and to write their sentences in their exercise books. 7. Go round to help pupils in difficulty. 8. Finally collect pupils’ exercise books and mark the work.

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UNIT 28 Pupilʼs Book p58-59

ORAL SKILLS Specific Objectives • Pupils will be able to state the various means by which people travel (e.g. by water – ship, boat, ferry, canoe). • Pupils will be able to discuss the appropriate register associated with travelling. 1. Ask pupils to look at the picture. 2. Ask pupils: Where is it? (the harbour) What can you see? (ships) What are these people doing? (getting on board) What’s this? (quay) What are they doing here? (loading goods by crane into the ship) 3. Ask pupils to work in pairs and to think of when they might travel by ship. Then ask them where they would go by ship. 4. Get feedback from pupils. Try to elicit from pupils that they can travel to different countries or places far away, across water by ship. 5. Let pupils know that before aeroplanes, people travelled by ship from West Africa to America and Europe. Ships are faster now, but still not as fast as aeroplanes. Ships now mostly carry vast quantities of goods – vehicles, petroleum, cocoa, timber and containers to ports in different countries. 6. Draw their attention to some of the travel register words that have cropped up – ship, boat, ferry, canoe, harbour, quay, petroleum, ports, containers and work out the local equivalents.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. End of year school party 1. Ask pupils if they have ever attended an end of year school party. 2. Ask a few individual pupils to stand up and recount their experiences. 3. Now ask pupils to look at the picture. 4. Try to elicit the fact that there is a party, some pupils are having their picture taken and others are eating on the verandah. 5. Write the key words on the chalkboard from the passage. 6. Read out the words clearly to the pupils. 7. Pronounce the words again and ask individual pupils to repeat them after you. 8. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 9. Read aloud the passage. 10. Ask the pupils to read the passage once through silently. 11. Read out the first comprehension question. 12. Ask pupils to read through the passage a second time to find the answer.

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13. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 14. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 15. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to form and write sentences with names of objects in the home. Equipment • A common object used in the home. 1. Bring into class a common object used in the home (e.g. cup). 2. Point to the object and elicit the name of the object from pupils. 3. Form a simple sentence with the object. Example The cup is on the table. 4. Then ask pupils if they can form another sentence with the object. 5. Now ask pupils to read the words in their exercise books. Ask pupils to read the words aloud and make sure that all pupils understand the meaning of each word. 6. Ask pupils to make one sentence with each word and to write their sentences in their exercise books. 7. Go round to help pupils in difficulty. 8. Finally collect pupils’ exercise books and mark the work.

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UNIT 29 Pupilʼs Book p60-61

ORAL SKILLS Specific Objectives • Pupils will be able state the various means of travelling (e.g. by air – aeroplane, helicopter). • Pupils will be able to discuss the appropriate register associated with travelling. 1. Revise different modes of travel covered already in units 26, 27, 28 by asking: Which is the oldest form of travel? Which mode can carry the largest amount of goods? Which is faster, moving by bus or moving by ship? 2. Ask pupils to look at the picture. 3. Ask pupils: Where is it? (at the airport) What can you see? (aeroplane with passengers boarding) What is this plane doing? (taking off) Where do you think the people are going? (somewhere far away) What is this? (the control tower) 4. Ask pupils if any of them have ever travelled by plane or would like to travel by plane. 5. Ask pupils to work in pairs and to tell their partner where they would go if they could travel by plane. Concentrate on the thrill of flying through the air and going somewhere far away. 6. Ask individual pupils to stand up and tell the rest of the class where they would go by plane. 7. Ask pupils to think of one advantage of travelling by air. Examples It is faster than travelling by ship. You can go to places far away. 8. Finally, teach pupils some register words about air travel, for example, aeroplane, helicopter, airport, control tower, plane ticket, visa.

READING SKILLS Specific Objective • Pupils will be able to read and answer questions on the passage read. Kweku and the Bees 1. Tell pupils they are going to read a story and they should look at the picture and guess what the story is about. 2. Try to elicit the fact that there are bees flying after a boy, who is holding his face in pain. He is in a forest. 3. Write the key words on the chalkboard from the passage. 4. Read out the words clearly to the pupils. 5. Pronounce the words again and ask individual pupils to repeat them after you.

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6. Point to one of the key words and ask individual pupils if they can make a sentence using that word. This exercise should be a good indicator as to whether or not the pupils understand the key words and can use them. Praise all pupils for their efforts. 7. Read aloud the passage. 8. Ask the pupils to read the passage once through silently. 9. Read out the first comprehension question. 10. Ask pupils to read through the passage a second time to find the answer. 11. Read out the first comprehension question again and ask an individual pupil to answer the question orally. 12. Ask other pupils if they agree with the first pupil’s reply. If they do not, ask another pupil the question again. Carry on until the whole class is satisfied that they have the correct answer. 13. Ask individual pupils to read one sentence each of the text to test reading aloud with accuracy and fluency. Pick pupils at random and make sure that pupils do not stop reading when they get to the end of the line.

WRITING SKILLS Specific Objective • Pupils will be able to form and write sentences with the names of more objects in the home. Equipment • A common object used in the home. 1. Bring into class a common object used in the home (e.g. bucket). 2. Point to the object and elicit the name of the object from pupils. 3. Form a simple sentence with the object. Example The bucket is made of metal. 4. Then ask pupils if they can form another sentence with the object. Example I carry water in the bucket. 5. Now ask pupils to read the words in their exercise books. Ask pupils to read the words aloud and make sure that all pupils understand the meaning of each word. 6. Ask pupils to make one sentence with each word and to write their sentences in their exercise books. 7. Go round to help pupils in difficulty. 8. Finally collect pupils’ exercise books and mark the work.

86 Lesson plans

UNIT 30 Pupilʼs Book p62-63

EVALUATION Specific Objective • Pupils’ understanding of work learnt in the Third Term (units 21-29) will be assessed. This assessment covers oral skills, reading skills and writing skills.

ORAL SKILLS Specific Objective • Pupils’ ability to describe a picture, talk about different modes of transport and talk about what happens at the Post Office will be assessed. Classroom management To test individual pupils’ oral and listening skills, it is a good idea to put pupils in groups of four. Ask each of the pupils a question which they should try and answer on their own. Encourage other pupils to add information once the pupil with whom you are talking has had a chance to answer. While you are working with one group, the other groups can start with the reading or writing skills work. 1. Ask pupils to look at the picture. 2. Ask individual pupils: What can you see? (a street scene) What is the woman doing? (getting down from a tro tro) What has she got in her hand? (a letter) Where is she going? (the Post Office to post a letter) What is this man doing? (using the telephone) What modes of transport can you see? (helicopter, tro tro, car, bicycle) 3. Ask each pupil in the group to say one thing about what happens at the Post Office. Try to elicit key vocabulary such as sell stamps, sell money orders, sort letters, post letters, receive mail, make telephone calls.

READING SKILLS Specific Objective • Pupils’ reading comprehension and pronunciation will be assessed. 1. Read out the passage once, asking the pupils to follow in their books. 2. Ask pupils to read the passage silently. 3. Read out the first question and ask pupils to read the passage again to find the answer. 4. Ask one pupil for their answer. Ask the other pupils if the answer given is correct. 5. Do the same for the other questions. 6. Choose four sentences from the reading passage and ask individual pupils to come to your table and read one of the sentences aloud. Mark pupils for accuracy and fluency of pronunciation.

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Answers to the comprehension exercise 1. To ask the Chief for a piece of land for a school garden. 2. In the Chief’s palace. 3. Two of the following reasons: Every school teaches agriculture. The school garden helps pupils to see how farms are made. It teaches pupils how to become farmers when they grow up. The trees on the land help rains fall. 4. In the northern part of the country.

WRITING SKILLS Specific Objective • Pupils’ ability to make sentences with given words will be assessed. 1. Choose an object and write the word on the chalkboard. 2. Ask pupils to read the word and make sure that they understand the word. 3. Ask an individual pupil to make a simple sentence using the word. 4. Now ask pupils to read the words in their books. 5. Now ask all pupils to make one sentence with each word. 6. Ask pupils to write their sentences in their exercise books. 7. Take in pupils’ exercise books and mark.

88 A Course in Ghanaian Languages and Culture 33 Ghanaian Languages and Culture is a comprehensive six-level Primary series.

 It comprehensively covers all aspects of the Ghanaian Languages and Culture syllabus.  It develops the pupils’ oral, reading and writing skills in their mother-tongue language through carefully planned learning and teaching materials.  It provides regular evaluation for the pupils.  It enables pupils to appreciate the cultural heritage of the Ghanaian people.  It provides guidance to the teacher through a comprehensive Teacher’s Guide at each level.

This series has been produced through a close collaboration between Ghanaian writers and language experts.

Languages offered in the Ghanaian Languages and Culture series:

 Akuapem  Dagbani  Fante  Asante  Dangme  Ga  Dagaare  Ewe  Gonja

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